Reference : Psychologists and neoliberal school reforms: Multi-faceted problems calling for multi...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Social & behavioral sciences, psychology : Multidisciplinary, general & others
Educational Sciences
http://hdl.handle.net/10993/35207
Psychologists and neoliberal school reforms: Multi-faceted problems calling for multi-faceted interventions
English
Boll, Thomas mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >]
2018
Integrative Psychological & Behavioral Sciences
Springer
52
3
425-437
Yes (verified by ORBilu)
International
1932-4502
1936-3567
[en] school reforms ; neoliberalism ; ideology ; educational objectives ; educational quality ; school psychology ; self-regulated learning ; competence-oriented teaching ; PISA ; psychological development ; developmental tasks ; intentional self-development ; political participation ; interdisciplinary research ; critical psychology ; cultural psychology
[en] This paper extends on six aspects of an article on neoliberal school reforms,
their possible influences on schools and school psychologists, and options for dealing
with these challenges (Szulevicz, Integrative Psychological and Behavioral Sciences
2018). First, the reductions implied in the neoliberal view of the student as homo
economicus and of an ideal student as self-regulated learner are described and alternative
views of the student as a person (e.g., homo moralis) and of the ideal student (e.g.,
as intentional self-developer) are presented. Secondly, several promoting and inhibiting
influences on neoliberal school reforms are discussed: competence-based school education,
output-oriented school governance, and standardized school performance testing
on the one hand, and critical discourses about these phenomena on the other. Third,
attention is directed towards impending disadvantages of the aforementioned reforms
(e.g., insufficient preparation of students for the fullness of life). Fourth, goals for
interventions are discussed (e.g., reducing neoliberal influences on schools, creating an
awareness of the disadvantages of neoliberal reforms, forming coalitions to promote
alternatives to these reforms). Fifth, some intervention approaches for reaching these
goals are considered with special emphasis on different system levels and stakeholders
at which these interventions may be targeted (e.g., education policy makers, teachers
and parents associations). Sixth, evaluations of the interventions are called for to
monitor their effects and to refine the guiding goals, problem analyses, and strategies.
In closing, some transferable principles of the preceding approach are highlighted that
could be used to better understand and manage other educational problems as well.
Integrative Research Unit: Social and Individual Development (INSIDE) > Institute for Research on Generations and Family: Research Group on Aging and Life Span Development
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/10993/35207
10.1007/s12124-018-9419-9
https://link.springer.com/article/10.1007%2Fs12124-018-9419-9

File(s) associated to this reference

Fulltext file(s):

FileCommentaryVersionSizeAccess
Open access
url-link to publication_Psychologists and neoliberal school reforms.docxPublisher postprint10.22 kBView/Open

Bookmark and Share SFX Query

All documents in ORBilu are protected by a user license.