Embedding the reforms in New Zealand schooling: After neo-liberalism?
Embedding the reforms in New Zealand schooling: After neo-liberalism?
复制标题
将改革纳入新西兰学校教育：新自由主义之后？
DOI：
10.1023/b:gejo.0000019973.08345.f4
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发表时间：
2004
期刊：
影响因子：
2.7
通讯作者：
N. Lewis
中科院分区：
文献类型：
--
作者：
N. Lewis
二十年来，新西兰的国家改革改变了政策、政策的制定以及在微观环境中实现政策的方式。本文以学校教育为例，探讨这些改革的合理性、空间逻辑，以及它们对我们理解民族国家的意义。报告审查了教育审查办公室的发展和做法，该办公室是根据改革设立的机构，负责评估和审计新的国家教育“系统”中学校的业绩。本文将新自由主义解释为一种治理思想，并认为合同和审计等远程控制的新管理技术的发展构成了一种空间控制模式。本文认为，这种模式鼓励，并依赖于其功效，培养新自由主义主体性。它认为，虽然通过改革工作的政治项目已经转移，改变了国家的理性和控制模式，以确保它定义了一个持久的和新自由主义的社会转型。新西兰政治和社会经济向"第三条道路“的转变得到了新自由化进程的支持，这些进程继续重组社会和经济空间。
Two decades of reforms to the state in New Zealand have altered policy, its making and the ways in which it is realised in micro settings. This paper uses the example of schooling to examine the rationality of these reforms, their spatial logic and what they mean for our understanding of the national state. It examines the development and practices of the Education Review Office (ERO), the body established under the reforms to evaluate and audit the performance of schools in the new national education `system'. The paper interprets neo-liberalism as a governmentality, and argues that the development of new managerial technologies of remote control such as contract and audit constitute a spatial model of control. The paper suggests that this model encourages, and relies for its efficacy upon, the cultivation of neo-liberal subjectivities. It argues that although the political projects working through the reforms have shifted, the altered rationality of the state and the models of control erected to secure it define an enduring and neo-liberalising social transformation. The shift to the `Third Way' in New Zealand's political and social economy is underpinned by neo-liberalising processes, which continue to reorganise social and economic spaces.