Academic literature on the topic 'Ideology of Meritocracy'
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Journal articles on the topic "Ideology of Meritocracy"
Sobczak, Anna. "Ideology of Meritocracy in Education – Social Reconstructions of (In)equality." Studia Edukacyjne, no. 51 (December 15, 2018): 153–63. http://dx.doi.org/10.14746/se.2018.51.8.
Full textGarrison, Yunkyoung Loh, Alexander Rice, and William Ming Liu. "The American Meritocracy Myth Stress: Scale Development and Initial Validation." Counseling Psychologist 49, no. 1 (October 19, 2020): 80–105. http://dx.doi.org/10.1177/0011000020962072.
Full textGoode, Chris, Lucas A. Keefer, and Ludwin E. Molina. "A Compensatory Control Account of Meritocracy." Journal of Social and Political Psychology 2, no. 1 (December 1, 2014): 313–34. http://dx.doi.org/10.5964/jspp.v2i1.372.
Full textRogers, Leoandra Onnie, and Derrick R. Brooms. "Ideology and Identity Among White Male Teachers in an All-Black, All-Male High School." American Educational Research Journal 57, no. 1 (June 10, 2019): 440–70. http://dx.doi.org/10.3102/0002831219853224.
Full textRonsini, Veneza Mayora. "Many people are just dreamers: telenovelas and the ideology of meritocracy." Politiques de communication N° 4, no. 1 (2015): 169. http://dx.doi.org/10.3917/pdc.004.0169.
Full textOzbilgin, Mustafa F., and Cagri Yalkin. "Hegemonic dividend and workforce diversity: The case of ‘biat’ and meritocracy in nation branding in Turkey." Journal of Management & Organization 25, no. 04 (June 18, 2019): 543–53. http://dx.doi.org/10.1017/jmo.2019.39.
Full textStanley, Jason. "Precis of How Propaganda Works." THEORIA. An International Journal for Theory, History and Foundations of Science 31, no. 3 (November 16, 2016): 287. http://dx.doi.org/10.1387/theoria.16512.
Full textWilson, Marguerite Anne Fillion. "Neoliberal ideology in a private Sudbury school." Policy Futures in Education 15, no. 2 (October 19, 2015): 170–84. http://dx.doi.org/10.1177/1478210315610256.
Full textSeron, Carroll, Susan Silbey, Erin Cech, and Brian Rubineau. "“I am Not a Feminist, but. . .”: Hegemony of a Meritocratic Ideology and the Limits of Critique Among Women in Engineering." Work and Occupations 45, no. 2 (March 1, 2018): 131–67. http://dx.doi.org/10.1177/0730888418759774.
Full textZheng, Robin. "Precarity is a Feminist Issue: Gender and Contingent Labor in the Academy." Hypatia 33, no. 2 (2018): 235–55. http://dx.doi.org/10.1111/hypa.12401.
Full textDissertations / Theses on the topic "Ideology of Meritocracy"
Lam, Eva. "Curriculum tracking and the achievement ideology at an American urban public school." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:45b78267-cb32-47ef-a6bb-46b25ea38e81.
Full textReis, Jonas Tarcísio. "Limites e possibilidades do Ensino Médio Politécnico : um estudo em escolas de Porto Alegre - RS." Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7308.
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O compromisso dessa tese é com o avanço no campo da análise da implementação de políticas educacionais, de desvelar os meandros dos processos de correlação de forças inerentes à dinâmica de confrontação entre ideias arraigadas na escola e ideias trazidas por novas políticas. O objetivo geral foi analisar a implementação do Ensino Médio Politécnico (EMP), buscando compreender os seus limites e possibilidades e as posições ideológicas presentes na defesa ou na recusa a esta reforma curricular implementada pela Secretaria de Estado da Educação do Rio Grande do Sul (SEDUC-RS) no quadriênio 2011-2014. A base teórico-metodológica da investigação constituiu-se no materialismo histórico dialético. O banco de dados esteve composto por documentos publicados pela mantenedora para a implementação do EMP, a legislação educacional vigente, entrevistas semiestruturadas realizadas com sujeitos formuladores e implementadores da política, na mantenedora e em quatro escolas do município de Porto Alegre. Para a interpretação e tratamento dos dados utilizamos princípios da Análise Documental. A tese está dividida em nove capítulos incluindo as considerações finais. Os resultados apontaram que: a origem dessa política está em fundamentos socialistas e da Educação Popular (EP); a pesquisa no Seminário Integrado (SI) e a Avaliação Emancipatória (AE) assumiram espaço central. Muitos trabalhos realizados pelos alunos tiveram orientação aproximada ao conceito de Trabalho Socialmente Necessário, cunhado nos primeiros anos da educação soviética, ajudando a formar sujeitos capazes de produzir uma consciência de que são capazes de fazer aquilo que se propõem enquanto seres humanos. A AE também gerou muita polêmica e embates ideológicos; as escolas que já tinham conhecimento e/ou experiências com os conceitos inerentes ao EMP obtiveram melhores resultados na implementação; a ideologia da meritocracia materializada nas práticas escolares, como na avaliação seletiva e classificatória e no conteudismo constituiu uma forte resistência a implementação. Entretanto, com o EMP, o Estado tentou mobilizar-se para formar sujeitos emancipados capazes de transformarem a sociedade, mas não conseguiu conquistar política e ideologicamente a necessária influência para consensuar com o todo da sociedade acerca da sua positividade, por não ter o sindicato como aliado ao, principalmente, não ter pagado o Piso Salarial Nacional no básico da carreira, também por ter encontrado um quadro de baixos incentivos à inovação pedagógica na rede, com um modelo de ensino calcado no currículo fragmentado, numa pedagogia bancária e numa avaliação seletiva e classificatória. Igualmente por barreiras na formação docente, aliada a uma histórica falta de investimentos na infraestrutura escolar. Outro motivo foi, por fim, a gestão da SEDUC-RS ter implementado a proposta sem um tempo maior para debates com as comunidades escolares; houve uma desacomodação e um processo de correlação de forças entre o novo e o velho dentro das escolas, sendo travado de certa forma um enfrentamento aos processos de exclusão escolar. Essa pesquisa ajuda a identificar os meandros dos limites e das possibilidades de uma política de reestruturação curricular que objetivou promover a emancipação humana no Ensino Médio, contra um secular modelo escolar meritocrático, objetivando em último grau a conformação da igualdade substantiva e da justiça social real.
The commitment of this thesis is with the advancement in the field of analysis of the implementation of educational policies, to unveil the meanderings of the processes of forces correlation inherent to the dynamics of confrontation between ideas rooted in the school and ideas brought about by new policies. The general objective was to analyze the implementation of the Polytechnic High School (EMP), seeking to understand its limits and possibilities and the ideological positions present in the defense or refusal of this curricular reform implemented by the State Secretariat of Education of Rio Grande do Sul (SEDUC –RS/ BRAZIL) in the quadrennium 2011-2014. The theoretical-methodological basis of the investigation was constituted in dialectical historical materialism. The database consisted of documents published by SEDUC-RS for the implementation of the EMP, current educational legislation, semi-structured interviews with policy creators and implementers, at SEDUC-RS and at four schools in the city of Porto Alegre. For the interpretation and treatment of the data we use principles of Documentary Analysis. The thesis is divided into nine chapters including the final considerations. The results showed that: the origin of this policy lies in socialist and Popular Education (EP) fundamentals; the research in the Integrated Seminar (SI) and the Emancipatory Assessment (EA) took center stage. Many of the works carried out by the students have had approximate orientation to the concept of Socially Necessary Work created in the early years of Soviet education, helping to form subjects capable of producing an awareness that they are capable of doing what they propose as human beings. The AE also generated much controversy and ideological clashes; the schools that already had knowledge and / or experiences with the concepts inherent to the EMP obtained better results in the implementation; the ideology of meritocracy embodied in school practices, as in selective and classificatory evaluation and in content, constituted a strong resistance to implementation. However, with the EMP, the State attempted to mobilize to form emancipated subjects capable of transforming society, but failed to conquer politically and ideologically the necessary influence to reach agreement with the whole of society about its positivity, for not having the Syndicate as an ally, mainly, not having paid the National Salary Floor in the basic of the teaching career, also for having found a scenario of low incentives for pedagogical innovation in schools, with a teaching model based on the fragmented curriculum, in a banking pedagogy and a selective and classificatory evaluation. Also by barriers in teacher training, coupled with a historic lack of investments in school infrastructure. Another reason was that SEDUC-RS management had implemented the proposal without a longer time for discussions with school communities; there was a dismantling and a process of forces correlation between the new and old within the schools, being, in a certain way, a confrontation with the processes of school exclusion. This research helps to identify the intricacies of the limits and possibilities of a curricular restructuring policy aimed at promoting human emancipation in high school, against a secular meritocratic school model, aiming ultimately at the conformation of substantive equality and real social justice.
McCloskey, Tricia A. "“To Tie Both Hands Behind Your Back . . . is Really Unjust and Disheartening”: Neoliberalism, Expansive Learning, and the Contradictions of Kindergarten Readiness." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1588870718156486.
Full textFantinatti, Marcia Maria Corsi Moreira. "Sindicalismo de classe media e meritocracia : o movimento docente na Universidade Publica." [s.n.], 1998. http://repositorio.unicamp.br/jspui/handle/REPOSIP/280131.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas
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Resumo: Não informado.
Abstract: Not informed.
Mestrado
Mestre em Sociologia
Books on the topic "Ideology of Meritocracy"
A casebook of ideologies: Liberalism, communism, meritocracy, conservatism, democratic socialism, anarchism. 2nd ed. Vancouver: Vancouver Community College Press, 1991.
Find full textBullock, Heather E. From “Welfare Queens” to “Welfare Warriors”. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190614614.003.0004.
Full textGeismer, Lily. No Ordinary Suburbs. Princeton University Press, 2017. http://dx.doi.org/10.23943/princeton/9780691157238.003.0002.
Full textBook chapters on the topic "Ideology of Meritocracy"
"Meritocracy: language and ideology." In Grace, Talent, and Merit, 197–215. Cambridge University Press, 1988. http://dx.doi.org/10.1017/cbo9780511665110.008.
Full text"2 MOBILITY, TIME, AND VALUE The High Stakes of Examination and the Ideology of Developmentalism." In Meritocracy and Its Discontents, 41–76. Cornell University Press, 2021. http://dx.doi.org/10.1515/9781501754449-006.
Full textKing, Victorene L. "Agnotology and Ideology." In Advances in Religious and Cultural Studies, 165–85. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4093-0.ch011.
Full textLim, Leonel. "(Re)producing elites: meritocracy, the state and the politics of the curriculum in Singapore." In Corporate Elites and the Reform of Public Education. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447326809.003.0009.
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