Sense and Sensitivity:
The Identity of the Scholar-Writer in Academia, Hanna Ezer (2016)
Current educational reform rhetoric around the globe repeatedly invokes the language of 21st century learning and innovative thinking while contrarily re-enforcing, through government policy, high stakes testing and international competition, standardization of education that is exceedingly reminiscent of 19th century Taylorism and scientific management.
Yet, as the steam engines of educational “progress” continue down an increasingly narrow, linear, and unified track, it is becoming increasingly apparent that the students in our classrooms are inheriting real world problems of economic instability, ecological damage, social inequality, and human suffering.
