privatization, marketization, businessification

Topic: A Critical Essay using the concept of commodification (privatization, marketization, businessification) to understand an educational policy agenda

Subject:

Education

Order Description

STEP Critical Essay Outline

Title: A Critical Essay using the concept of commodification (privatization, marketization, businessification) to understand an educational policy agenda
Building on the preparation for the formative assessment presentation, you are required to submit a 2000 word essay (with appendices) following these guidelines:
1: From the following list, choose one concept that have most interested you in the module and you’d like to explore in depth:

i) Commodification (this includes: privatization, marketisation, businessifcation)

ii) Ideology (this includes: alienation, consciousness, ISA, RSA)

iii) Alternatives (this includes: anti-fatalism, emancipation, SSC, Free universities)

It is possible to choose other another concept but this has to be negotiated with your tutor.

2: You are required to find one or more articles from either or a combination of: Times Higher Education (THE), Times Educational Supplement (TES), or Guardian Education) pertaining to policy. You need to show how your article(s) can be understood by applying the concept that you have chosen from the list above.

You could of course find the article(s) first, and then decide upon which concept to select. The idea is for you to explain your concept in relation to article(s) pertaining to policy using academic scholarship.

For example, you could argue that a series of articles about the New College of Humanities could be understood using the concept of commodification of education. You could then engage with scholarship that refers to commodification, such as that from Glenn Rikowski, to support your argument. The essay does not have to reference the script you wrote for the presentation, though it can be.

Basically, you need engage with one concept, engage with policy through the articles you find, and then use academic scholarship (i.e. not Wikipedia) to support your argument. Referencing your work is key for final year students. The bottom line is that the more you read, especially academic journals, the stronger your argument will be.

3: The essay itself can be set out in any way you wish but it has to be coherent, in other words it has to logically make sense. You can use sub-headings to separate each aspect of your argument if you wish. Of course an introduction and conclusion is needed, with a full reference list using Harvard.

A few points to remember:

The key to constructing a strong argument is to avoid excessive description in favour of critical analysis and evaluation of the article(s) using the concept and academic literature. The online activity in week 11 will be invaluable for you in this respect.

In order to produce a strong argument you need to go beyond the basic reading and basic understanding, such as that given in class. This is a level three piece of work. If you do not support your work appropriately with academic references, you will struggle to pass this assignment.

Presentation of work at this level should be flawless. You must not exceed the word limit, part of the test is for you to write succinctly. You must have 1.5 paragraph spacing. You must also leave a margin at either side for the marker to insert a comment. Direct quotes of more than 50 words need to be single-spaced and indented. These do not count as part of the word count, direct quotes less than 50 words do count. My general advice is to paraphrase rather that use direct quotes.

Before submitting your work, proof-read it, this requires you to manage your time effectively. Essays at this level should not contain errors.

You should aim to have a first full draft completed by the time you return from the Easter vacation. After this point we move in to a phase of the module that is intensively focused on the essay.

This is the criteria by which your work will be judged:
Learning Outcomes
On successful completion of this module the student will be expected to be able to:
Knowledge and understanding 1. Demonstrate an appreciation of ideology.
2. Critically examine a chosen educational policy or reform agenda using sociological theory.
3. Demonstrate a deeper level of engagement with educational policy
Intellectual, practical, affective and transferable skills 4. Identify dominant educational policies and synthesize these with relevant academic sources.
Submission is 15th 2013. You must submit to the i-centre:

1) the (2000) essay and include
2) an appendix consisting of your presentation script and
3) also one of the articles (THE,TES or Guardian Education) that you have used for the essay with your annotations (i.e. written comments) showing where you have identified your concept in the article. The annotations do not have to be extensive.

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