ABSTRACT
This study of a teacher reward policy for sustainable development education (SDE) explored how the wider ideology of neoliberalism was mediated. It claims that this policy in Scotland can be seen as representative of a wider, international movement of teacher reward policy-making. While researchers have argued that such educational movements are ideologically neoliberal in character and globalizing in effect (Rizvi and Lingard 2010), few studies have examined the specific ideological work that takes place within individual cases. For the purposes of this study, neoliberal globalization was understood as strategy (Clarke 2004, 2008) enacted through various technologies including managerialism. Managerialism refers to the delivery of externally developed standards or objectives through processes such as auditing, planning, target-setting, monitoring, and quality-checking in order to constantly improve the flexibility of an institution and the quality of its services to its clients. Managerialism is one of several private-sector technologies that have redefined both
public-sector service provision and the concept of professionalism (Clarke and Newman 1997).
