Skip to main content


Buy Article:

$51.00 plus tax (Refund Policy)



In 2004, the Department for Education and Skills in England published its Five Year Strategy for Children and Learners (DfES, 2004). It was preceded by Excellence and Enjoyment: a strategy for primary schools (DfES, 2003). ‘Excellence and enjoyment’ seems to constitute an ambiguity, even a contradiction. The government's view is otherwise. It states that enjoyment (for pupils) is a consequence of excellent teaching. In turn, excellent teaching is said to be more assured if it is personalised and creative. This official logic is questionable. A different interpretation is offered. Global capitalism is placing fiscal pressures on the public expenditure of the nation-state, and new accommodations and justifications have to be made by government as it continues to re-focus the education system towards an economic purpose. In this endeavour it must gain public and professional assent. Informed by critical theorists, it is argued here that ‘excellence’ associates with a producer ethic; ‘enjoyment’ with a consumer ethic. The former enables the capital accumulation process within a social-democratic welfare state; the latter justifies the policies of accumulation.

Keywords: accumulation; creativity; enjoyment; excellence; globalised society; teaching standards

Document Type: Research Article


Publication date: 2006-03-01

  • Access Key
  • Free ContentFree content
  • Partial Free ContentPartial Free content
  • New ContentNew content
  • Open Access ContentOpen access content
  • Partial Open Access ContentPartial Open access content
  • Subscribed ContentSubscribed content
  • Partial Subscribed ContentPartial Subscribed content
  • Free Trial ContentFree trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more