The two faces of education

Carter, D

The two faces of education

Carter, D

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Publisher:: Taylor & Francis
Publication Type:: Chapter
Citation:: Power, Politics, and the Playground: Perspectives on Power and Authority in Education, 2024, pp. 136-142
Issue Date:: 2024-01-01

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Field	Value	Language
dc.contributor.author	Carter, D https://orcid.org/0000-0002-8974-5337
dc.date.accessioned	2024-08-02T00:21:35Z
dc.date.available	2024-08-02T00:21:35Z
dc.date.issued	2024-01-01
dc.identifier.citation	Power, Politics, and the Playground: Perspectives on Power and Authority in Education, 2024, pp. 136-142
dc.identifier.uri	http://hdl.handle.net/10453/179980
dc.description.abstract	In this chapter, Don recounts an encounter with a senior manager as an example of ‘hardnosed’ education - where collaborative work between two education agencies was criticised by this senior manager. In contrast, Don also recounts a comment from a ten-year-old girl, who was scared of the NAPLAN tests. He uses this to comment on the ‘gulf’ between the rhetoric of education documents which set out aims and goals but do not reflect the ‘lived experience’ of students in schools and the regimes of testing and assessment.
dc.language	en
dc.publisher	Taylor & Francis
dc.relation.ispartof	Power, Politics, and the Playground: Perspectives on Power and Authority in Education
dc.relation.isbasedon	10.4324/9781003312451-17
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	The two faces of education
dc.type	Chapter
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access	*
dc.date.updated	2024-08-02T00:21:34Z
pubs.publication-status	Published

Abstract:

In this chapter, Don recounts an encounter with a senior manager as an example of ‘hardnosed’ education - where collaborative work between two education agencies was criticised by this senior manager. In contrast, Don also recounts a comment from a ten-year-old girl, who was scared of the NAPLAN tests. He uses this to comment on the ‘gulf’ between the rhetoric of education documents which set out aims and goals but do not reflect the ‘lived experience’ of students in schools and the regimes of testing and assessment.

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http://hdl.handle.net/10453/179980