Leading in a genetics-informed education marketCitation formats

Standard

Leading in a genetics-informed education market. / Jones, Steven; Courtney, Steven; Gunter, Helen.

Understanding Educational Leadership: Critical perspectives and approaches. ed. / Steven Courtney; Helen Gunter; Richard Niesche; Tina Trujillo. London : Bloomsbury Publishing PLC, 2021. p. 355–369.

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Harvard

Jones, S, Courtney, S & Gunter, H 2021, Leading in a genetics-informed education market. in S Courtney, H Gunter, R Niesche & T Trujillo (eds), Understanding Educational Leadership: Critical perspectives and approaches. Bloomsbury Publishing PLC, London, pp. 355–369.

APA

Jones, S., Courtney, S., & Gunter, H. (2021). Leading in a genetics-informed education market. In S. Courtney, H. Gunter, R. Niesche, & T. Trujillo (Eds.), Understanding Educational Leadership: Critical perspectives and approaches (pp. 355–369). Bloomsbury Publishing PLC.

Vancouver

Jones S, Courtney S, Gunter H. Leading in a genetics-informed education market. In Courtney S, Gunter H, Niesche R, Trujillo T, editors, Understanding Educational Leadership: Critical perspectives and approaches. London: Bloomsbury Publishing PLC. 2021. p. 355–369

Author

Jones, Steven ; Courtney, Steven ; Gunter, Helen. / Leading in a genetics-informed education market. Understanding Educational Leadership: Critical perspectives and approaches. editor / Steven Courtney ; Helen Gunter ; Richard Niesche ; Tina Trujillo. London : Bloomsbury Publishing PLC, 2021. pp. 355–369

Bibtex

@inbook{749ddf21c5ec4dc2b7d985fb5c396d44,
title = "Leading in a genetics-informed education market",
abstract = "Most previous discussions of education systems, policy and practices highlight the ways in which the quasi-market has come to dominate internationally. This means that education is no longer understood as a public good, but rather as supply (i.e. provision at compulsory or post-compulsory level) and demand (i.e. young people see themselves as agentic consumers of that provision).In this chapter, we focus instead on a shift in the discourse: we have identified a disquieting turn to genetics. This resurgent discourse builds on marketized foundations, claiming to be a scientifically neutral means of determining through DNA one{\textquoteright}s place in differentiated and hierarchized provision. We call attention to the ways in which such thinking may both reinforce existing segregation in provision, and also foster new forms. Genetics-informed education policy is, and will be, mediated by educational leaders, and so we offer critical tools to help them navigate this dangerous terrain.",
keywords = "Educational leadership, Genetics, Eugenics",
author = "Steven Jones and Steven Courtney and Helen Gunter",
year = "2021",
month = feb,
day = "25",
language = "English",
isbn = "9781350081819",
pages = "355–369",
editor = "Steven Courtney and Helen Gunter and Richard Niesche and Tina Trujillo",
booktitle = "Understanding Educational Leadership",
publisher = "Bloomsbury Publishing PLC",
address = "United Kingdom",

}

RIS

TY - CHAP

T1 - Leading in a genetics-informed education market

AU - Jones, Steven

AU - Courtney, Steven

AU - Gunter, Helen

PY - 2021/2/25

Y1 - 2021/2/25

N2 - Most previous discussions of education systems, policy and practices highlight the ways in which the quasi-market has come to dominate internationally. This means that education is no longer understood as a public good, but rather as supply (i.e. provision at compulsory or post-compulsory level) and demand (i.e. young people see themselves as agentic consumers of that provision).In this chapter, we focus instead on a shift in the discourse: we have identified a disquieting turn to genetics. This resurgent discourse builds on marketized foundations, claiming to be a scientifically neutral means of determining through DNA one’s place in differentiated and hierarchized provision. We call attention to the ways in which such thinking may both reinforce existing segregation in provision, and also foster new forms. Genetics-informed education policy is, and will be, mediated by educational leaders, and so we offer critical tools to help them navigate this dangerous terrain.

AB - Most previous discussions of education systems, policy and practices highlight the ways in which the quasi-market has come to dominate internationally. This means that education is no longer understood as a public good, but rather as supply (i.e. provision at compulsory or post-compulsory level) and demand (i.e. young people see themselves as agentic consumers of that provision).In this chapter, we focus instead on a shift in the discourse: we have identified a disquieting turn to genetics. This resurgent discourse builds on marketized foundations, claiming to be a scientifically neutral means of determining through DNA one’s place in differentiated and hierarchized provision. We call attention to the ways in which such thinking may both reinforce existing segregation in provision, and also foster new forms. Genetics-informed education policy is, and will be, mediated by educational leaders, and so we offer critical tools to help them navigate this dangerous terrain.

KW - Educational leadership

KW - Genetics

KW - Eugenics

UR - https://www.bloomsbury.com/uk/understanding-educational-leadership-9781350081819/

M3 - Chapter

SN - 9781350081819

SP - 355

EP - 369

BT - Understanding Educational Leadership

A2 - Courtney, Steven

A2 - Gunter, Helen

A2 - Niesche, Richard

A2 - Trujillo, Tina

PB - Bloomsbury Publishing PLC

CY - London

ER -