Making Sense of Education Policy: Studies in the Sociology and Politics of Education
Publication Year: 2005
The particular strength of this book is Geoff Whitty's grasp on and insights into the politics of education... he is able to bring to bear an authoritative perspective which is unrivaled in the United Kingdom. there is no other current book which compares in terms of the breadth and depth of this' - Professor Stephen Ball, Institute of Education, University of London This book aims to make sense of the changes in education policy over the past decade, using the resources of the sociology and politics of education. The author shows that wider sociological perspectives can help us to appreciate both the limits and the possibilities of educational change. Geoff Whitty illustrates this through studies of curriculum innovation, school choice, teacher professionalism and school improvement. ...
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: Introduction: Sociology and Education Policy
- Chapter 2: School Knowledge and Social Education
- Chapter 3: Devolution and Choice in Three Countries
- Chapter 4: Re-Forming Teacher Professionalism for New Times
- Chapter 5: Consumer Rights versus Citizen Rights in Contemporary Education Policy
- Chapter 6: The Overt and Hidden Curricula of Quasi-Markets
- Chapter 7: School Improvement and Social Inclusion: Limits and Possibilities
- Chapter 8: New Labour, Education Policy and Educational Research
ISBN 0-7619-7451-2 (hbk)
ISBN 0-7619-7452-0 (pbk)
© Geoff Whitty 2002
First published 2002
Reprinted 2003, 2005
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Chapter 1 is based upon the Karl Mannheim Memorial Lecture, which I delivered at the Institute of Education, University of London, in January 1997 on the fiftieth anniversary of Mannheim's death. Chapter 2 was originally given as a lecture at the Second International Conference of the Sociology of Education in Portugal at the University of the Algarve, Faro, Portugal, in September 1993. Chapter 3 is based on lectures given at the Havens Center, University of Wisconsin-Madison, USA in November 1996, updated for a presentation to an international symposium on ‘Futures of Education’ in Zurich, Switzerland in March 2000. Chapter 4 is based on a talk given at the Annual Conference of the Standing Committee for the Education and Training of Teachers in Rugby in November 1999. Chapter 5 is based on a lecture given at the National Taiwan Normal University in March 1995, while Chapter 6 was presented at the World Congress of Comparative Education Societies in Sydney, Australia in July 1996. Most of Chapter 7 was a lecture given at a Catholic Education Service conference on ‘Catholic Schools in Urban Poverty Areas’ at Swanwick, Derbyshire in July 1999 with some additional material from a paper presented at a seminar on ‘Education Policy and Social Class’ at King's College London in July 2000. Chapter 8 was originally delivered as a lecture at the University of Oxford in February 1998, but has been updated with material drawn from a talk to the Headstrong Club in Lewes in May 2001.
Chapter 2 was co-authored by Peter Aggleton and Gabrielle Rowe (now Ivinson), and Chapters 3 and 6 were written with Sally Power, so I am most grateful for their permission to include these papers in this volume. I am also grateful to Peter Mortimore for allowing me to use those parts of Chapter 7 that are based on a pamphlet we wrote together in 1997. Some of the other chapters also draw heavily on work carried out with colleagues, notably Peter Aggleton, Michael Apple, Elizabeth Barrett, Len Barton, David Crook, Marny Dickson, Tony Edwards, John Furlong, Eva Gamarnikow, Sharon Gewirtz, David Halpin, Sheila Miles, Sally Power, Paul Tyrer, Caroline Whiting and Deborah Youdell. However, while my own understanding of the issues has benefited enormously from these collaborations, the responsibility for the particular formulations published [Page viii]here rests entirely with me.
The Economic and Social Research Council provided support for some of the research upon which the book is based. I am also indebted to the University of Wisconsin-Madison, USA and the University of Canterbury, Christchurch, New Zealand, for visiting fellowships which enabled me to undertake research and work on some of the lectures that now form the chapters of this book.
I would like to thank Marcia Beer for her help in preparing the manuscript.
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