Historico-political context specic to Canada/BC: Curtis, B. (1992). True government by choice men?
: Inspection, education, and state formation in Canada West. Toronto, Canada: University of Toronto Press. Fleming, T. (2011). Worlds apart: British Columbia schools, politics, and labour relations, before and after 1972. Mill Bay, BC: Bendall Books. Hall, C. & Schulz, R. (2003). Tensions in teaching and teacher education: Professionalism and professionalisation in England and Canada. Compare, 33(3), 369-383. Hansard. (2002, January 26). Christy Clarks proud defence of stripping teachers contract in 2002. Available at: http://blogs.vancouversun.com/2011/04/13/christy-clarksproud-defence-of-stripping-teachers-contract-in-2002/ Lambert, S. (2011). BC Liberal cuts and the curtailing of teachers rights. Available at: http://blogs.vancouversun.com/2011/05/05/bc-liberal-cuts-and-the-curtailing-ofteachers-rights/ Useful statistics: BCTF. (2011, September 15). Education funding brief 2011: BC Teachers Federation. Available at: http://bctf.ca/uploadedFiles/Public/Publications/Briefs/ 2011EdFundingBrief.pdf Accountability agenda/Audit culture: Apple, M. (2007). Education, markets, and audit culture. International Journal of Educational Policies, 1(1), 4-19. Biesta, G. (2004). Education, accountability, and the ethical demand: Can the democratic potential of accountability be regained? Educational Theory, 54(3), 233-250. De Lissovoy, N. & McLaren, P. (2003). Educational accountbility and the violence of capital: A Marxian reading. Journal of Education Policy, 18(2), 131-143. Ranson, S. (2003). Public accountability in the age of neo-liberal governance. Journal of Education Policy, 18(5), 459-480. Thomas, P. (2011). Orwellian educational change under Obama: Crisis discourse, utopian expectations, and accountability failures. Journal of Inquiry and Action in Education, 4(1), 68-92.
Webb, T. (in press). The evolution of accountability. Journal of Education Policy. Assessment: Karp, S. (2002). Let them eat cake. Rethinking Schools, 16(4). Miner, B. (2004/2005). Keeping public schools public: Testing companies mine for gold. Rethinking Schools, 19(2). Evidence-based policy: Biesta, G. (2007). Why what works wont work: Evidence-based practice and the democratic decit in educational research. Educational Theory, 57(1), 1-22. Evans, J., & Beneeld, P. (2001). Systematic reviews of educational research: Does the medical model t? British Educational Research Journal, 27(5), 527-541. Hanushek, E. (2004). What if there are no best practices? Scottish Journal of Political Economy, 51(2), 156-172. Rogers, B. (2003). Educational research for professional practice: More than providing evidence for doing x rather than y or nding the size of the effect of A on B. The Australian Educational Researcher, 30(2), 65-85. Ruitenberg, C. (2009). Giving place to unforeseeable learning: The inhospitality of outcomes-based education. In D. Kerdeman (Ed.), Philosophy of Education 2009 (pp. 266-274). Urbana, IL: Philosophy of Education Society. St. Pierre, E. (2006). Scientically based research in education: Epistemology and ethics. Adult Education Quarterly, 56(4), 239-266. Weiss, C., Murphy-Graham, E., Petrosino, A., & Gandhi, A. (2008). The fairy godmother - and her warts: Making the dream of evidence-based policy come true. American Journal of Evaluation, 29(1), 29-47. Wiseman, A. (2010). The uses of evidence for educational policymaking: Global contexts and international trends. Review of Research in Education, 34(1), 1-24. Globalization: Lingard, B. & Rawolle, S. (in press). New scalar politics: implications for education policy. Comparative Education.
Popkewitz, T. & Fazal, R. (2009). Globalization and the study of education: An introduction.Yearbook of the National Society for the Study of Education, 108(2), 7-28. Lifelong learning: Cofeld, F. (1999). Breaking the consensus: Lifelong learning as social control. British Educational Research Journal, 25(4), 479-499. Micro-politics & lives of teachers: Achinstein, B. & Ogawa, R. (2006). (In)Fidelity: What the resistance of new teachers reveals about professional principles and prescriptive educational practices. Harvard Educational Review, 76(1), 30-63. Ball, S. (1993). Education policy, power relations and teachers work. British Journal of Educational Studies, 41(2), 106-121. Bushnell, M. (2003). Teachers in the schoolhouse panopticon: Complicity and resistance. Education and Urban Society, 35(3), 251-272. Haggerty, K. & Ericson, R. (2000). The surveillant assemblage. British Journal of Sociology, 51(4), 605-622. Ingersoll, R. (1996). Teachers decision-making power and school conict. Sociology of Education, 69(2), 159-176. Sammons, P., Day, C., Kington, A., Gu, Q., Stobart, G., & Smees, R. (2007). Exploring variations in teachers work, lives and their effects on pupils: Key ndings and implications from a longitudinal mixed-method study. British Educational Research Journal, 33(5), 681-701. Webb, T. (2008). Re-mapping power in educational micropolitics. Critical Studies in Education, 49(2), 127-142. Webb, T. (2007). Accounting for teacher knowledge: Reterritorializations as epistemic suicide. Discourse: Studies in the cultural politics of education, 28(2), pp. 279-295. Youdell, D. (2004). Engineering school markets, constituting schools and subjectivating students: The bureaucratic, institutional and classroom dimensions of educational triage. Journal of Education Policy, 19(4), 407-431. Zembylas, M. (2003). Interrogating teacher identity: Emotion, resistance, and selfformation. Educational Theory, 53(1), 107-127.
Neoliberalism: Klees, S. (2008). A quarter century of neoliberal thinking in education: Misleading analyses and failed #policies. Globalization, Societies and Education, 6(4), 311-348. Wells, A., Slayton, J., & Scott, J. (2002). Dening democracy in the neoliberal age: Charter school reform and educational consumption. American Educational Research Journal, 39(2), 337-361.
