Learning Outcomes -The Marketisation of Education and the Death of Knowledge?
in this episode we go inside our schools and take a look at the massive shift in educational policy here in Ireland over the last number of years, that is to move education from a knowledge subject based curriculum, to an outcomes skill-based model.
We put the rationale given for such changes under the microscope and try to tease out what might be the real reasons behind this major shift in education, and what are the possible consequences of it?
Joining us for this discussion are:
Geraldine Mooney Simmie, a senior lecturer and deputy head of the School of Education at the University of Limerick.
Kate Barry, an English subject representative, and a well-known blogger and writer on educational issues.
and
Mark Walshe, an educational policy critic and a subject representative for Spanish and Computer Science.
Links to Geraldine Mooney Simmie's work and publications.
I would highly recommend the book Democracy and Teacher Education
Mooney Simmie, G., & Murphy, D. (2021).Professionalisation of early childhood education and care practitioners: Working conditions in Ireland.Contemporary Issues in Early Childhood, 1-15. Online First: 21 April 2021. DOI:https://doi.org/10.1177/14639491211010187
Mooney Simmie, G. (2021). Chapter 1: Remaining a Student of Teaching Forever: Critical Reflexive Insights from a Lifetime of Multiple Teacher Identities in the Republic of Ireland. In Professional Learning and Identities in Teaching International Narratives of Successful Teachers, Edited by Cendel A. Karaman and Silvia Edling, pp. 15-27. Routledge, London: Research in Teacher Education Series.https://www.taylorfrancis.com/chapters/edit/10.4324/9781003028451-2/remaining-student-teaching-forever-geraldine-mooney-simmie?context=ubx&refId=8bdef3ba-096f-48f7-88fc-13a88a7e97b5
Mooney Simmie, G., & Moles, J. (2020). Teachers’ Changing Subjectivities: Putting the Soul to Work for the Principle of the Market or for Facilitating Risk? Studies in Philosophy and Education, 39(4), 383-398.https://doi.org/10.1007/s11217-019-09686-9
Mooney Simmie, G., & Edling, S. (2020). Democracy and Teacher Education Dilemmas, Challenges and Possibilities. London & New York: Routledge.https://www.routledge.com/education/products/SCED30
Mooney Simmie, G. & Lang, M. (2020). School-Based Deliberative Partnership as a Platform for Teacher Professionalization and Curriculum Innovation. Routledge Research Teacher Education Series. London and New York: Routledge. https://www.routledge.com/School-Based-Deliberative-Partnership-as-a-Platform-for-Teacher-Professionalization/Mooney-Simmie-Lang/p/book/97803672645988
Mooney Simmie, G. (2020). The Power, Politics, and Future of Mentoring. The Wiley International Handbook of Mentoring: Paradigms, Practices, Programs, and Possibilities. First Edition. Edited by Beverly J. Irby, Linda Searby, Jennifer N. Boswell, Fran Kochan & Rubén Garza. Hoboken, New Jersey, USA: John Wiley & Sons, Inc. https://www.bookdepository.com/Wiley-International-Handbook-Mentoring-Beverly-Irby/9781119142881
Mooney Simmie, G., Moles, J., & O’Grady, E. (2019).Good teaching as a messy narrative of change within a policy ensemble of networks, superstructures and flows.Critical Studies in Education, 60 (1), 55-72. DOI:http://dx.doi.org/10.1080/17508487.2016.1219960.
Mooney Simmie, G., & Edling, S. (2018). Teachers’ Democratic Assignment: a critical discourse analysis of teacher education policies in Ireland and Sweden.Discourse Studies in the Cultural Politics of Education. DOI:http://doi.org/10.1080/01596306.2018.1449733
Links to other publications mentioned in the podcast
[Gert JJ Biesta's approach is best summed up by the title of his 2010 book, 'Good Education in an Age of Measurement' - what does good education look like in the face of the measurement industry, led by the OECD and others?]
The Rediscovery of Teaching: On robot vacuum cleaners, non-egological education and the limits of the hermeneutical world view
https://www.tandfonline.com/doi/pdf/10.1080/00131857.2015.1041442
The Beautiful Risk of Education, Gert JJ Biesta (2013)
[Michael FD Young is one of the major sociologists of education writing on curriculum and is associated with the term 'powerful knowledge']
Three Educational Scenarios for the Future: lessons from the sociology of knowledge (Muller & Young, 2010) http://www.education.uct.ac.za/sites/default/files/image_tool/images/104/scenarios.pdf
The future of education in a knowledge society: The radical case for a subject-based curriculum (p.21)
http://programs.crdg.hawaii.edu/pcc/PAE_22__1__final_10.pdf
Learning Outcomes, Workshop 05, 'Focus on Learning' series, (NCCA, nd)
https://ncca.ie/media/4107/learning-outcomes-booklet_en.pdf
Learning Outcomes: An International Perspective (NCCA, 2019)
https://ncca.ie/media/3958/learning-outcomes-an-international-perspective.pdf
A Perspective on Learning Outcomes in Curriculum and Assessment(NCCA, 2016)
https://ncca.ie/media/2015/a-perspective-on-learning-outcomes-in-curriculum-and-assessment.pdf
[Beloved of policy makers for his prescriptions for 'scripted teaching', from learning outcomes to 'learning intentions', 'success criteria' and feedback]
Visible Learning for Teachers, John Hattie (2011)
