This book takes the position that once schools and school systems adopt reform programs, the values and meanings inherent in those programs create and perpetuate powerful forms of discourse that characterize the projects themselves, evoke loyalty and commitment and may ultimately serve to stifle other voices. The book examines several primary schools involved with the a neoliberal inspired reform program - Children's Literacy Success Strategy (CLaSS) in the Victorian Catholic Education system. It is an analysis of the dominant discourse created and perpetuated by the CLaSS documentation, education officers, principals, and classroom teachers. The study characterizes the nature of that discourse and explores its effects on the work of teachers, principals, and on school improvement.
|Place of Publication||Germany|
|Publisher||Lambert Academic Publishing|
|Number of pages||1|
|Publication status||Published - 2010|