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Personalisation of Education: Policy Critique and Cultural Contexts
University of Borås, School of Education and Behavioural Science.
2013 (English)Conference paper, (Refereed)
Sustainable development
The content falls within the scope of Sustainable Development
Abstract [en]

Personalisation came to the forefront of the English reform agenda as the ‘big idea’ (Milliband) in2004. In this country, it has been specifically devised as a means to restructure public services like health and education. Even before that date but more intensively after the English agenda, reform initiatives and some piece-meal strategies are to be found, for instance, in such diverse contexts as Italy, Sweden or Japan. Two main perspectives are simultaneously at work in recent scholarship. In the first, personalisation is assessed as global education policy, in line with the current restructuring reforms of State administration worldwide. From this perspective, personalisation is largely a matter of education policy, clearly lacking proper pedagogical theory (Hartley, 2007; Peters, 2009). In the second perspective, personalisation is assumed to be not only a matter of recent education politics concerned with school customers and their choices, but foremost a reassembly of old and new pedagogical approaches under a new reform.

Place, publisher, year, edition, pages
2013.
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-7114Local ID: 2320/13121OAI: oai:DiVA.org:hb-7114DiVA: diva2:887821
Conference
Presented at ECER, Istanbul, Sept 10-14, 2013
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2016-11-18Bibliographically approved

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