Page 24 - Šolsko polje, XXIX, 2018, no. 1-2: The Language of Neoliberal Education, ed. Mitja Sardoč
P. 24
šolsko polje, letnik xxix, številka 1–2
asked to renounce enacting their own projects and subjectivities—and
this is another way in which PISA exerts its colonialist stance upon educa-
tional subjects. On the other hand, society loses the possibility to be chal-
lenged and modified by students. Such a model affects even teachers: they
are called to enact a preconceived framework, whether they relate to stu-
dents, whether to curriculum. By such a framework what a student must
achieve, what the subject matter of discipline entails, and even what ef-
fects teaching should produce, is established in advance. Of course, teach-
ers have to project their actions in classrooms, being aware and compe-
tent about all this. They also should meet some teaching standards, those
standards being the national curriculum, or indications emerging from
the school in which they teach. Here, to be very clear, I am not arguing
for a romantic or naïve interpretation of teachers as figures that stage un-
mediated relationships with students, thereby coming to a deep under-
standing of educational situations. Teachers, of course, must be capable
and competent, but the discussion should not be limited to the kinds of
‘capability’ and ‘knowledge’ that they need and use. It is also relevant to
discuss a) what such performative concepts leave behind and b) the posi-
tion that the rationale of teaching has in such educational situations, for
everything constituting the rational and procedural apparatus of teach-
ing, including professional development, is framed by teachers’ intention-
ality, namely, by teachers’ being involved in leaving teaching situations
(English, 2013; Todd, 2001).
Learning from Schleicher’s Words. Mixing Diverse
Languages and Logics
Thus far, I have attempted to highlight the first feature of OECD’s rhe-
torical strategy, namely, that of concealing its performative and normative
educational role. In this section, I unravel the second feature of OECD’s
rhetorical strategy, namely, that of mixing two diverse logics and languag-
es, such as a scientific logic and language, on the one hand, and a logic
and language more akin to advertisement, on the other. Along the way,
other features of OECD’s stance will emerge, such as a problematic uni-
formity of language within the Organization, and a likewise problemat-
ic narrowing down of the purposes and aims of education. To make my
point, I focus on four of Schleicher’s videos. The reasons for my choice
are grounded, on the one hand, in the authority of the person, in being
Andrea Schleicher the Director of the OECD Directorate for Education
and Skills; on the other hand, such videos, in being exemplary of OECD’s
stance and gesture, allow us to come to full circle about the vision of eth-
ics and education OECD enacts.
22
asked to renounce enacting their own projects and subjectivities—and
this is another way in which PISA exerts its colonialist stance upon educa-
tional subjects. On the other hand, society loses the possibility to be chal-
lenged and modified by students. Such a model affects even teachers: they
are called to enact a preconceived framework, whether they relate to stu-
dents, whether to curriculum. By such a framework what a student must
achieve, what the subject matter of discipline entails, and even what ef-
fects teaching should produce, is established in advance. Of course, teach-
ers have to project their actions in classrooms, being aware and compe-
tent about all this. They also should meet some teaching standards, those
standards being the national curriculum, or indications emerging from
the school in which they teach. Here, to be very clear, I am not arguing
for a romantic or naïve interpretation of teachers as figures that stage un-
mediated relationships with students, thereby coming to a deep under-
standing of educational situations. Teachers, of course, must be capable
and competent, but the discussion should not be limited to the kinds of
‘capability’ and ‘knowledge’ that they need and use. It is also relevant to
discuss a) what such performative concepts leave behind and b) the posi-
tion that the rationale of teaching has in such educational situations, for
everything constituting the rational and procedural apparatus of teach-
ing, including professional development, is framed by teachers’ intention-
ality, namely, by teachers’ being involved in leaving teaching situations
(English, 2013; Todd, 2001).
Learning from Schleicher’s Words. Mixing Diverse
Languages and Logics
Thus far, I have attempted to highlight the first feature of OECD’s rhe-
torical strategy, namely, that of concealing its performative and normative
educational role. In this section, I unravel the second feature of OECD’s
rhetorical strategy, namely, that of mixing two diverse logics and languag-
es, such as a scientific logic and language, on the one hand, and a logic
and language more akin to advertisement, on the other. Along the way,
other features of OECD’s stance will emerge, such as a problematic uni-
formity of language within the Organization, and a likewise problemat-
ic narrowing down of the purposes and aims of education. To make my
point, I focus on four of Schleicher’s videos. The reasons for my choice
are grounded, on the one hand, in the authority of the person, in being
Andrea Schleicher the Director of the OECD Directorate for Education
and Skills; on the other hand, such videos, in being exemplary of OECD’s
stance and gesture, allow us to come to full circle about the vision of eth-
ics and education OECD enacts.
22
