Extremism and neo-liberal education policy: a contextual critique of the Trojan Horse affair in Birmingham schools

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Extremism and neo-liberal education policy : a contextual critique of the Trojan Horse affair in Birmingham schools. / Arthur, James.

In: British Journal of Educational Studies, Vol. 63, No. 3, 2015, p. 311-328.

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@article{b2f45ff79d524618b46fcddde897cd0b,
title = "Extremism and neo-liberal education policy: a contextual critique of the Trojan Horse affair in Birmingham schools",
abstract = "This paper offers new insights into the effects of neo-liberal education policies on some Muslim majority schools in Birmingham. It critically reveals how the implementation of neo-liberal education policies, pursued by both Labour and Conservative Governments, has contributed to the failure of some mechanisms of school leadership and governance. The move away from agreed collective public and civil values to individualistic and private values as the guiding principles of public education has produced confusion in role, function and relationships. This is considered within the context in which secular liberal education aims to allow different minorities to flourish and recreate themselves. The paper outlines how the state has entered more fully into the lives of children and families through limitless government regulations and how OFSTED appears open to political interference by government regularly changing the framework for inspectors to suit the latest priority. Accordingly, the judgements of OFSTED have become contestable especially as the framework becomes the means through which every aspect of school life is to be considered, including {\textquoteleft}extremism{\textquoteright}.",
keywords = "neo-liberal, muslim, extremism",
author = "James Arthur",
year = "2015",
doi = "10.1080/00071005.2015.1069258",
language = "English",
volume = "63",
pages = "311--328",
journal = "British Journal of Educational Studies",
issn = "0007-1005",
publisher = "Taylor & Francis",
number = "3",

}

RIS

TY - JOUR

T1 - Extremism and neo-liberal education policy

T2 - a contextual critique of the Trojan Horse affair in Birmingham schools

AU - Arthur, James

PY - 2015

Y1 - 2015

N2 - This paper offers new insights into the effects of neo-liberal education policies on some Muslim majority schools in Birmingham. It critically reveals how the implementation of neo-liberal education policies, pursued by both Labour and Conservative Governments, has contributed to the failure of some mechanisms of school leadership and governance. The move away from agreed collective public and civil values to individualistic and private values as the guiding principles of public education has produced confusion in role, function and relationships. This is considered within the context in which secular liberal education aims to allow different minorities to flourish and recreate themselves. The paper outlines how the state has entered more fully into the lives of children and families through limitless government regulations and how OFSTED appears open to political interference by government regularly changing the framework for inspectors to suit the latest priority. Accordingly, the judgements of OFSTED have become contestable especially as the framework becomes the means through which every aspect of school life is to be considered, including ‘extremism’.

AB - This paper offers new insights into the effects of neo-liberal education policies on some Muslim majority schools in Birmingham. It critically reveals how the implementation of neo-liberal education policies, pursued by both Labour and Conservative Governments, has contributed to the failure of some mechanisms of school leadership and governance. The move away from agreed collective public and civil values to individualistic and private values as the guiding principles of public education has produced confusion in role, function and relationships. This is considered within the context in which secular liberal education aims to allow different minorities to flourish and recreate themselves. The paper outlines how the state has entered more fully into the lives of children and families through limitless government regulations and how OFSTED appears open to political interference by government regularly changing the framework for inspectors to suit the latest priority. Accordingly, the judgements of OFSTED have become contestable especially as the framework becomes the means through which every aspect of school life is to be considered, including ‘extremism’.

KW - neo-liberal

KW - muslim

KW - extremism

U2 - 10.1080/00071005.2015.1069258

DO - 10.1080/00071005.2015.1069258

M3 - Article

VL - 63

SP - 311

EP - 328

JO - British Journal of Educational Studies

JF - British Journal of Educational Studies

SN - 0007-1005

IS - 3

ER -