Personalisation, a renewed individualisation of education with more robust socialisation consequences and constructivist meanings in theory, came to the forefront of the English reform agenda as the ‘big idea’, in Miliband’s words (see Watkins, in this volume). The chapters in this volume engage with theoretical and contextual stratified meanings of personalisation as emerged and changed over time, precedent or consecutive to the highly popular English policy. The volume’s main questions are: – Which are the main theoretical perspectives on personalisation? – Which are the policy strategies in different contexts? – Which ingredients and theories of personalisation as legitimated knowledge from abroad are locally adopted and adapted in different countries? – What are its meanings and purposes? – Why does personalisation come paradoxically to be implemented by teachers through grouping by ability? – Which alliances between the public and the private are proposed? The volume gives space to two main perspectives which are simultaneously at work. In the first, personalisation is assessed as recent and somehow global education policy, in line with current restructuring reforms of State administration worldwide. In the second perspective, personalisation is assumed to be not only a matter of recent education politics concerned with school customers and their choices, but foremost a pedagogical theory seen as particularly relevant in dealing with the current changes to schools.
Personalisation of education in contexts. Policy Critique and Theories of Personal Improvement
MINCU, Monica Elena
2012-01-01
Abstract
Personalisation, a renewed individualisation of education with more robust socialisation consequences and constructivist meanings in theory, came to the forefront of the English reform agenda as the ‘big idea’, in Miliband’s words (see Watkins, in this volume). The chapters in this volume engage with theoretical and contextual stratified meanings of personalisation as emerged and changed over time, precedent or consecutive to the highly popular English policy. The volume’s main questions are: – Which are the main theoretical perspectives on personalisation? – Which are the policy strategies in different contexts? – Which ingredients and theories of personalisation as legitimated knowledge from abroad are locally adopted and adapted in different countries? – What are its meanings and purposes? – Why does personalisation come paradoxically to be implemented by teachers through grouping by ability? – Which alliances between the public and the private are proposed? The volume gives space to two main perspectives which are simultaneously at work. In the first, personalisation is assessed as recent and somehow global education policy, in line with current restructuring reforms of State administration worldwide. In the second perspective, personalisation is assumed to be not only a matter of recent education politics concerned with school customers and their choices, but foremost a pedagogical theory seen as particularly relevant in dealing with the current changes to schools.
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