LEADER 04898nam 22007335 450 001 9910591038603321 005 20251028125809.0 010 $a9783031099960$b(electronic bk.) 010 $z9783031099953 024 7 $a10.1007/978-3-031-09996-0 035 $a(MiAaPQ)EBC7080224 035 $a(Au-PeEL)EBL7080224 035 $a(CKB)24779277900041 035 $a(DE-He213)978-3-031-09996-0 035 $a(EXLCZ)9924779277900041 100 $a20220902d2022 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aGoverning by Numbers and Human Capital in Education Policy Beyond Neoliberalism $eSocial Democratic Governance Practices in Public Higher Education /$fby Miriam Madsen 205 $a1st ed. 2022. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2022. 215 $a1 online resource (219 pages) 225 1 $aEducational Governance Research,$x2365-9556 ;$v19 311 08$aPrint version: Madsen, Miriam Governing by Numbers and Human Capital in Education Policy Beyond Neoliberalism Cham : Springer International Publishing AG,c2022 9783031099953 320 $aIncludes bibliographical references. 327 $aPart 1. Introduction -- Chapter 1. The rise of outcome indicators in educational governance -- Chapter 2. Methodological approaches: Studying graduate outcome metrics and educational governance -- Part 2. Quantification practices: Human capital and the value of higher education -- Chapter 3. Quantifying higher education with graduate outcome metrics -- Chapter 4. Graduate outcome metrics and the economization of education -- Part 3. Governance practices: Indicators, hierarchical pressures, and temporal-affective effects -- Chapter 5. Calculative governance instruments -- Chapter 6. The governing properties of numbers -- Part 4. Data reception: Subjectivities and amplified resource inequalities -- Chapter 7. Subjectivizing effects of graduate outcome data -- Chapter 8. Educational development effects of graduate outcome metrics -- Part 5. Conclusion -- Chapter 9. Governance hybridity and its implications for education and research on educational governance. 330 $aThis book addresses governing by numbers and human capital policy in higher education by asking how higher education is quantified, how the quantitative information is used in educational governance, and how the information is perceived by students, teachers, managers, and policymakers, and affects decision-making. It also thematically discusses how human capital theory affects the quantification practices and, thereby, their effects. Based on these analyses, the book asks whether governing by numbers and human capital in education policy are necessarily neoliberal practices, and thus questions the theory of global convergence in educational governance.The book provides a thorough analysis of the quantification of graduate outcomes based on the philosophical framework of Agential Realism, thus offering a novel analytical approach to the study of data and indicators in educational governance. The book draws on a comprehensive ethnographic case study from Danish higher education, and relates the findings from this case study to empirical cases in other countries and international research in the field. The book brings together literature from various fields, including political science, accounting, education, and sociology of quantification, in order to provide a comprehensive account of how quantification practices affect education. 410 0$aEducational Governance Research,$x2365-9556 ;$v19 606 $aEducation and state 606 $aEducation, Higher 606 $aEducational sociology 606 $aPublic administration 606 $aEducational Policy and Politics 606 $aHigher Education 606 $aSociology of Education 606 $aPublic Administration 606 $aEducació superior$2thub 606 $aPolítica educativa$2thub 606 $aRecursos humans$2thub 607 $aDinamarca$2thub 608 $aLlibres electrònics$2thub 615 0$aEducation and state. 615 0$aEducation, Higher. 615 0$aEducational sociology. 615 0$aPublic administration. 615 14$aEducational Policy and Politics. 615 24$aHigher Education. 615 24$aSociology of Education. 615 24$aPublic Administration. 615 7$aEducació superior 615 7$aPolítica educativa 615 7$aRecursos humans 676 $a371.2 676 $a378.009489 700 $aMadsen$b Miriam$01255827 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910591038603321 996 $aGoverning by Numbers and Human Capital in Education Policy Beyond Neoliberalism$92911536 997 $aUNINA LEADER 03559nam 22006135 450 001 9910964270903321 005 20251117085122.0 010 $a9780520293144 010 $a0520293142 024 7 $a10.1525/9780520293144 035 $a(CKB)3710000000919761 035 $a(MiAaPQ)EBC4456472 035 $a(StDuBDS)EDZ0001740199 035 $a(OCoLC)951742696 035 $a(MdBmJHUP)muse53103 035 $a(DE-B1597)520280 035 $a(OCoLC)961451177 035 $a(DE-B1597)9780520293144 035 $a(Perlego)550598 035 $a(iGPub)CSPLUS0076265 035 $a(EXLCZ)993710000000919761 100 $a20200424h20162016 fg 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 14$aThe prison school $eeducational inequality and school discipline in the age of mass incarceration /$fLizbet Simmons 205 $a1st ed. 210 1$aBerkeley, CA :$cUniversity of California Press,$d[2016] 210 4$d©2016 215 $a1 online resource (249 pages) 300 $aPreviously issued in print: 2016. 311 0 $a9780520281455 311 0 $a0520281454 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tAcknowledgments --$tIntroduction --$t1. Public Schools in a Punitive Era --$t2. The "At-Risk Youth Industry" --$t3. Undereducated and Overcriminalized in New Orleans --$t4. The Prison School --$tConclusion --$tAppendix --$tNotes --$tReferences --$tIndex 330 $aPublic schools across the nation have turned to the criminal justice system as a gold standard of discipline. As public schools and offices of justice have become collaborators in punishment, rates of African American suspension and expulsion have soared, dropout rates have accelerated, and prison populations have exploded. Nowhere, perhaps, has the War on Crime been more influential in broadening racialized academic and socioeconomic disparity than in New Orleans, Louisiana, where in 2002 the criminal sheriff opened his own public school at the Orleans Parish Prison. "The Prison School," as locals called it, enrolled low-income African American boys who had been removed from regular public schools because of nonviolent disciplinary offenses, such as tardiness and insubordination. By examining this school in the local and national context, Lizbet Simmons shows how young black males are in the liminal state of losing educational affiliation while being caught in the net of correctional control. In The Prison School, she asks how schools and prisons became so intertwined. What does this mean for students, communities, and a democratic society? And how do we unravel the ties that bind the racialized realities of school failure and mass incarceration? 606 $aJuvenile corrections$zLouisiana$zNew Orleans 606 $aAfrican American young men$xEducation$zLouisiana$zNew Orleans 606 $aAfrican American young men$zLouisiana$zNew Orleans$xDiscipline 606 $aSchool discipline$zLouisiana$zNew Orleans 615 0$aJuvenile corrections 615 0$aAfrican American young men$xEducation 615 0$aAfrican American young men$xDiscipline. 615 0$aSchool discipline 676 $a365/.66608350976335 700 $aSimmons$b Lizbet$4aut$4http://id.loc.gov/vocabulary/relators/aut$01896087 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a9910964270903321 996 $aThe prison school$94550382 997 $aUNINA