Education Policy: Globalization, Citizenship and Democracy

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Mark Olssen, John Codd & Anne-Marie O'Neill

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    About the Authors

    Mark Olssen is Reader and Director of Doctoral Programmes, in the Department of Educational Studies, University of Surrey. He is editor of Mental Testing in New Zealand: Critical and Oppositional Perspectives (University of Otago Press, Dunedin, 1988), author (with Elaine Papps) of The Doctoring of Childbirth (Dunmore Press, Palmerston North, 1997) and editor (with Kay Morris Matthews) of Education Policy in New Zealand: The 1990s and Beyond (Dunmore Press, Palmerston North, 1997). More recently he is author of Michel Foucault: Materialism and Education (Bergin and Garvey, New York, 1999). He has published articles in Britain in the Journal of Education Policy, the British Journal of Educational Studies, Educational Psychology and Educational Philosophy and Theory and the British Journal of the Sociology of Education. Released in 2003 from Peter Lang, New York, he is a co-editor with Michael Peters and Colin Lankshear of Critical Theory: Founders in Praxis, and from Rowman and Littlefield, New York, also with Michael Peters and Colin Lankshear, Critical Theory and the Human Condition: Dreams of Difference.

    John Codd is Professor of Policy Studies in Education in the Department of Social and Policy Studies in Education at Massey University, New Zealand. He has co-edited five books of essays on education policy in New Zealand and published monographs on the philosophy of educational administration (1984) and organizational evaluation (1988). He is General Editor of Delta: Policy and Practice in Education, a former co-editor of the New Zealand Journal of Educational Studies and has contributed regularly to international journals, including the Journal of Curriculum Studies, Discourse, the Journal of Education Policy and Educational Philosophy and Theory. More recently, he is a joint author of Education and Society in Aotearoa New Zealand: An Introduction to the Social and Policy Contexts of Schooling and Education (Dunmore Press, Palmerston North, 2000).

    Anne-Marie O'Neill is a Senior Lecturer in Education in the Department of Social and Policy Studies in Education at Massey University, New Zealand. She teaches graduate and undergraduate courses on curriculum sociology, educational/policy sociology and the sociology of gender and education, in which she has published widely in New Zealand. She is a Joint Editor of the refereed journal Delta: Policy and Practice in Education. In 1996 she published Readings in Education Feminism through Massey University, and is a joint author of Education and Society in Aotearoa New Zealand: An Introduction to the Social and Policy Contexts of Schooling and Education (2000). She is also the primary editor (with John Clark and Roger Openshaw) of two large volumes, Reshaping Culture, Knowledge and Learning? Policy and Content in The New Zealand Curriculum Framework Vol 1 (2004) and Critically Examining The New Zealand Curriculum Framework: Contexts, Issues and Assessment Vol 2 (2004) to be published by Dunmore Press.

    Acknowledgements

    Some paragraphs and sections of Chapters 7, 8, 9 and 10 by Mark Olssen on neoliberalism have been published previously in New Zealand by the New Zealand Association of Research in Education (‘The neo-liberal appropriation of tertiary education policy’, Monograph Number 8, 2002) and by Access: Critical Perspectives on Cultural and Policy Studies in Education. Some sections of Chapter 3, 6, 9, and 11 have been published by the Journal of Education Policy (vol. 11, no. 3, 1996; vol. 13, no. 1, 1998; vol. 15, no. 5, 2000, and vol. 18, no. 2, 2003). Some sections of Chapter 12 have appeared in Globalization, Societies, Education (vol. 2, no. 2, 2004). Some sections of Chapter 9 by John Codd on trust have been published in the New Zealand Journal of Educational Studies, vol. 34, no. 1, 1999 and sections of Chapter 4 on discourse in Journal of Education Policy, vol. 3, no. 3, 1988. The authors would like to thank these sources for permission to reproduce work in this book. The authors would also like to thank Christine Gardener, who typed many chapters between 1994 and 2000 in New Zealand, and Sue Starbuck at the University of Surrey who has tirelessly searched for lost or incomplete bibliographical reference data.

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