Education and the Culture of Consumption

Personalisation and the Social Order

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Reform, Philosophy & Social Aspects
Cover of the book Education and the Culture of Consumption by David Hartley, Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: David Hartley ISBN: 9781136730870
Publisher: Taylor and Francis Publication: June 25, 2012
Imprint: Routledge Language: English
Author: David Hartley
ISBN: 9781136730870
Publisher: Taylor and Francis
Publication: June 25, 2012
Imprint: Routledge
Language: English

For nearly 200 years the organisational form of the school has changed little. Bureaucracy has been its enduring form. The school has prepared the worker for the factory of mass production. It has created the 'mass consumer' to be content with accepting what is on offer, not what is wanted. However, a ‘revised’ educational code appears to be emerging. This code centres upon the concept of ‘personalisation’, which operates at two levels: first, as a new mode of public service delivery; and second, as a new ‘grammar’ for the school, with new flexibilities of structure and pedagogical process. Personalisation has its intellectual roots in marketing theory, not in educational theory and is the facilitator of 'education for consumption'. It allows for the 'market' to suffuse even more the fabric of education, albeit under the democratic-sounding call of freedom of choice.

Education and the Culture of Consumption raises many questions about personalisation which policy-makers seem prone to avoid:

  • Why, now, are we concerned about personalisation?
  • What are its theoretical foundations?
  • What are its pedagogical, curricular and organisational consequences?
  • What are the consequences for social justification of personalisation?
  • Does personalisation diminish the socialising function of the school, or does it simply mean that the only thing we share is that we have the right to personalised service?

All this leads the author to consider an important question for education: does personalisation mark a new regulatory code for education, one which corresponds with both the new work-order of production and with the makeover-prone tendencies of consumers?

The book will be of great interest to postgraduate students and academics studying in the fields of education policy and the social foundations of education, and will also be relevant to students studying public policy, especially health care and social care, and public management.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

For nearly 200 years the organisational form of the school has changed little. Bureaucracy has been its enduring form. The school has prepared the worker for the factory of mass production. It has created the 'mass consumer' to be content with accepting what is on offer, not what is wanted. However, a ‘revised’ educational code appears to be emerging. This code centres upon the concept of ‘personalisation’, which operates at two levels: first, as a new mode of public service delivery; and second, as a new ‘grammar’ for the school, with new flexibilities of structure and pedagogical process. Personalisation has its intellectual roots in marketing theory, not in educational theory and is the facilitator of 'education for consumption'. It allows for the 'market' to suffuse even more the fabric of education, albeit under the democratic-sounding call of freedom of choice.

Education and the Culture of Consumption raises many questions about personalisation which policy-makers seem prone to avoid:

All this leads the author to consider an important question for education: does personalisation mark a new regulatory code for education, one which corresponds with both the new work-order of production and with the makeover-prone tendencies of consumers?

The book will be of great interest to postgraduate students and academics studying in the fields of education policy and the social foundations of education, and will also be relevant to students studying public policy, especially health care and social care, and public management.

More books from Taylor and Francis

Cover of the book Decision-Making Reform in Japan by David Hartley
Cover of the book Revival: The Psychology of Reasoning (1923) by David Hartley
Cover of the book Jordanian-Israeli Relations by David Hartley
Cover of the book Managing Migration by David Hartley
Cover of the book Community Re-Entry by David Hartley
Cover of the book Women Working In The Environment by David Hartley
Cover of the book Activities and Action in Groupwork by David Hartley
Cover of the book Tourism Management by David Hartley
Cover of the book Religion, Equalities, and Inequalities by David Hartley
Cover of the book Folk Psychology and the Philosophy of Mind by David Hartley
Cover of the book Using the Media for Adult Basic Education by David Hartley
Cover of the book Towards International Government (Routledge Revivals) by David Hartley
Cover of the book Popular Music Fandom by David Hartley
Cover of the book Power, Violence and Mass Death in Pre-Modern and Modern Times by David Hartley
Cover of the book Cultural Perceptions of Violence in the Hellenistic World by David Hartley
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy