• Summary
  • Contents
  • Subject index

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. He considers how far education policy can be used to foster social inclusion and social justice and the book concludes with an assessment of New Labour education policy in these terms. The book deals with education policy in England and Wales, as well as making comparisons with contemporary education policy in other countries. This book is relevant to students of education at masters and doctoral levels, students of social policy, and policy-makers.

School Knowledge and Social Education
School knowledge and social education
With PeterAggletonGabrielleRowe

This chapter draws upon the concepts of Basil Bernstein, first holder of the Karl Mannheim Chair of Sociology of Education at the Institute of Education, to explore the complex relationship between curricular knowledge and everyday life. More specifically, it reports on an empirical study of the teaching of cross-curricular themes in English secondary schools in the 1980s. The analysis helps to explain some of the difficulties encountered in implementing the Thatcher government's attempts to use a subject-based National Curriculum to prepare pupils for particular aspects of adult life.

Section One of the landmark Education Reform Act 1988 required schools to provide a balanced and broadly based curriculum which ‘promotes the spiritual, moral, cultural, mental and ...

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