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dc.contributor.authorNakar, Sonal
dc.contributor.authorOlssen, Mark
dc.date.accessioned2021-12-15T23:57:10Z
dc.date.available2021-12-15T23:57:10Z
dc.date.issued2021
dc.identifier.issn1478-2103en_US
dc.identifier.doi10.1177/14782103211040350en_US
dc.identifier.urihttp://hdl.handle.net/10072/410850
dc.description.abstractNeoliberal policy reforms have had a marked influence on nearly every aspect of education, including the enrolment practices employed by institutions, teaching and assessment practices, and even the outcomes for students and society. There is a widespread expectation that teachers should contribute to quality outcomes for students along with their moral/ethical development and character formation while at the same time behaving ethically in the currently challenging environment of the education sector, including the Vocational Education and Training (VET) sector. However, this apparent pressure for maintaining quality education while simultaneously conforming to the ethicality of professional practices in the context of rapid policy changes of a neoliberal sort masks considerable controversy around the meaning of quality education with respect to both moral/ethical behaviour in education and the appropriate forms of practice that would constitute this area of education. A recent research project into the impact of the changing contemporary cultural context of VET on the creation of moral dilemmas facing VET teachers in their work has identified the VET teachers’ perspectives of the ethical dilemmas experienced, by identifying the tensions between competing values and the resulting interactions. The research design for the study drew primarily on exploratory and discursive interviews with 18 VET teachers in South-East Queensland, selected from those responding to a call for participation in the study. The study pointed to the value of dilemmas as constructs through which to generate knowledge of ethical conflicts arising from contextual changes in policy. Four drivers that they attributed to causing those dilemmas were identified: changing immigration rules, changing funding requirements, changing culture and philosophy of RTOs, and inadequate teacher preparation. In each of these respects, the ambitious business expectations engendered by neoliberal restructuring and reform in recent years can be seen as articulating or presupposing values pertaining to standards of practice and performance of the RTO, which in turn can be seen to compromise traditional norms associated with teacher professionalism. It is with these values and conflicts that we are concerned in this paper.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherSage Publications Ltden_US
dc.relation.ispartofjournalPolicy Futures in Educationen_US
dc.subject.fieldofresearchSpecialist studies in educationen_US
dc.subject.fieldofresearchPolicy and administrationen_US
dc.subject.fieldofresearchPolitical economy and social changeen_US
dc.subject.fieldofresearchHeterodox economicsen_US
dc.subject.fieldofresearchPolitical scienceen_US
dc.subject.fieldofresearchcode3904en_US
dc.subject.fieldofresearchcode4407en_US
dc.subject.fieldofresearchcode440404en_US
dc.subject.fieldofresearchcode389903en_US
dc.subject.fieldofresearchcode4408en_US
dc.subject.keywordsSocial Sciencesen_US
dc.subject.keywordsEducation & Educational Researchen_US
dc.subject.keywordsNeoliberalismen_US
dc.subject.keywordsvocational education and trainingen_US
dc.subject.keywordsquality educationen_US
dc.titleThe effects of neoliberalism: Teachers' experiences and ethical dilemmas to policy initiatives within vocational education and training in Australiaen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Articlesen_US
dcterms.bibliographicCitationNakar, S; Olssen, M, The effects of neoliberalism: Teachers' experiences and ethical dilemmas to policy initiatives within vocational education and training in Australia, Policy Futures in Education, 2021en_US
dc.date.updated2021-12-06T23:18:42Z
gro.description.notepublicThis publication has been entered as an advanced online version in Griffith Research Online.en_US
gro.hasfulltextNo Full Text
gro.griffith.authorNakar, Sonal


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