‘…two decades of neoliberal policy have generated a cupboard-full of troubles’ (Ryan, 2012, p. 23).
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Abstract
This paper discusses the problems, tensions and paradoxes inherent to the neoliberal philosophy of education. In particular, I highlight two moral objections, fairness and corruption, to English literature curricula and assessment reforms. I conclude with a recognition of the integral importance of discursive critique.
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Section
Articles