`This book is a very worthwhile read for teachers, student teachers and teacher educators. It would be encouraging if politically based policy makers were to digest its contents also' - Citizenship, Social and Economics Education `I recommend this book as an enjoyable, thought provoking and politically important read' - Widenining Participation and Lifelong Learning `This important book challenges current educational policies in England in a style, for the most part, easily accessible to a wide audience. Geoff Whitty's assertions are supported by a wide variety of research findings and this is a book that should be of considerable interest to student of sociology and to all member of the teaching profession' - Mark Pepper, Equals `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 represents a "struggle" by the director of the London Institute of Education, one of our foremost centres of teacher training and research in education, to understand what lies behind the education policies of recent governments. It is tempting to conclude that if a leading educational sociologist such as Geoff Whitty, who happens also to be brother of the former general secretary of the Labour party, has difficulty with this, there can be little hope for the rest of us. But now, at least, we have this personal odyssey to guide us' - Bob Doe, Times Educational Supplement 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.
Studies in the Sociology and Politics of Education
Author: Geoff Whitty
Co-published by Routledge for the American Educational Research Association (AERA) Educational policy continues to be of major concern. Policy debates about economic growth and national competitiveness, for example, commonly focus on the importance of human capital and a highly educated workforce. Defining the theoretical boundaries and methodological approaches of education policy research are the two primary themes of this comprehensive, AERA-sponsored Handbook. Organized into seven sections, the Handbook focuses on (1) disciplinary foundations of educational policy, (2) methodological perspectives, (3) the policy process, (4) resources, management, and organization, (5) teaching and learning policy, (6) actors and institutions, and (7) education access and differentiation. Drawing from multiple disciplines, the Handbook’s over one hundred authors address three central questions: What policy issues and questions have oriented current policy research? What research strategies and methods have proven most fruitful? And what issues, questions, and methods will drive future policy research? Topics such as early childhood education, school choice, access to higher education, teacher accountability, and testing and measurement cut across the 63 chapters in the volume. The politics surrounding these and other issues are objectively analyzed by authors and commentators. Each of the seven sections concludes with two commentaries by leading scholars in the field. The first considers the current state of policy design, and the second addresses the current state of policy research. This book is appropriate for scholars and graduate students working in the field of education policy and for the growing number of academic, government, and think-tank researchers engaged in policy research. For more information on the American Educational Research Association, please visit: http://www.aera.net/.
Author: Gary Sykes,Barbara Schneider,David N. Plank
Bringing together the sociology of knowledge, cultural studies, and post-foundational and historical approaches, this book asks what schooling does, and what are its limits and dangers. The focus is on how the systems of reason that govern schooling embody historically generated rules and standards about what is talked about, thought, and acted on; about the "nature" of children; about the practices and paradoxes of educational reform. These systems of reason are examined to consider issues of power, the political, and social exclusion. The transnational perspectives interrelate historical and ethnographic studies of the modern school to explore how curriculum is translated through social and cognitive psychologies that make up the subjects of schooling, and how educational sciences "act" to order and divide what is deemed possible to think and do. The central argument is that taken-for-granted notions of educational change and research paradoxically produce differences that simultaneously include and exclude.
Studies of Exclusions and Difference
Author: Thomas A. Popkewitz,Jennifer Diaz,Christopher Kirchgasler
The book offers guidance on the theoretical and methodological resources available to practitioners and others with an interest in doing research on policy and discusses some of the main issues and problems in doing policy research on education. It offers examples of research on policy at different system levels, pursuing themes such as globalization, changing governance of education, selection, choice and exclusion, managerialism and the feminisation of educational management.
Author: Jennifer Ozga,Ozga
Publisher: McGraw-Hill Education (UK)
This book sets out a series of possible approaches to pursuing social justice in and through educational settings. It identifies a series of key features of the contemporary political, theoretical and popular landscape in relation to school practice.
Identity, Power and Politics in Education
Author: Deborah Youdell
Politics is above all a contest, and the news media are the central arena for viewing that competition. One of the central concerns of political communication has to do with the myriad ways in which politics has an impact on the news media and the equally diverse ways in which the media influences politics. Both of these aspects in turn weigh heavily on the effects such political communication has on mass citizens. In Making Sense of Media and Politics, Gadi Wolfsfeld introduces readers to the most important concepts that serve as a framework for examining the interrelationship of media and politics: political power can usually be translated into power over the news media when authorities lose control over the political environment they also lose control over the news there is no such thing as objective journalism (nor can there be) the media are dedicated more than anything else to telling a good story the most important effects of the news media on citizens tend to be unintentional and unnoticed. By identifying these five key principles of political communication, the author examines those who package and send political messages, those who transform political messages into news, and the effect all this has on citizens. The result is a brief, engaging guide to help make sense of the wider world of media and politics and an essential companion to more in-depths studies of the field.
Five Principles in Political Communication
Author: Gadi Wolfsfeld
Category: Political Science
Following on from Making Sense of Motherhood (2005) and Making Sense of Fatherhood (2010), Tina Miller's book focuses on transitions to first-time parenthood and the unfolding experiences of managing caring and paid work in modern family lives. Returning to her original participants, it collects later episodes of their experience of 'doing' family life, and meticulously examines mothers' and fathers' accounts of negotiating intensified parenting responsibilities and work-place demands. It explores questions of why gender equality and equity are harder to manage within the home sphere when organising caring and associated responsibilities, re-addressing the concept of 'maternal gatekeeping' and offering insights into a new concept of 'paternal gatekeeping'. The findings presented will inform both scholarly work and policy on family lives, gender equality and work.
Caring, Gender and Family Lives
Author: Tina Miller
Publisher: Cambridge University Press
Category: Social Science
Urban education and its contexts have changed in powerful ways. Old paradigms are being eclipsed by global forces of privatization and markets and new articulations of race, class, and urban space. These factors and more set the stage for Pauline Lipman's insightful analysis of the relationship between education policy and the neoliberal economic, political, and ideological processes that are reshaping cities in the United States and around the globe. Using Chicago as a case study of the interconnectedness of neoliberal urban policies on housing, economic development, race, and education, Lipman explores larger implications for equity, justice, and "the right to the city". She draws on scholarship in critical geography, urban sociology and anthropology, education policy, and critical analyses of race. Her synthesis of these lenses gives added weight to her critical appraisal and hope for the future, offering a significant contribution to current arguments about urban schooling and how we think about relations between neoliberal education reforms and the transformation of cities. By examining the cultural politics of why and how these relationships resonate with people's lived experience, Lipman pushes the analysis one step further toward a new educational and social paradigm rooted in radical political and economic democracy.
Neoliberalism, Race, and the Right to the City
Author: Pauline Lipman
The authors persuasively argue that the present cascade of reforms to public education is a consequence of a larger intention to shrink government. The startling result is that more of public education's assets and resources are moving to the private sector and to the prison industrial complex. Drawing on various forms of evidence-structural, economic, narrative, and youth-generated participatory research-the authors reveal new structures and circuits of dispossession and privilege that amount to a clear failure of present policy. Policymaking is at war with the interests of the vast majority of citizens, and especially with urban youth of color. In the final chapter the authors explore democratic principles and offer examples essential to mobilizing, in solidarity with educators, youth, communities, labor, and allied social movements, the kind of power necessary to contest the present direction of public education reform.
Privitization and the Dispossessed Lives Left Behind
Author: Michael Fabricant,Michelle Fine
Category: Social Science
Rizvi and Lingard's account of the global politics of education is thoughtful, complex and compelling. It is the first really comprehensive discussion and analysis of global trends in education policy, their effects - structural and individual - and resistance to them. In the enormous body of writing on globalisation this book stands out and will become a basic text in education policy courses around the world. - Stephen J Ball, Karl Mannheim Professor of Sociology of Education, Institute of Education, University of London, UK In what ways have the processes of globalization reshaped the educational policy terrain? How might we analyse education policies located within this new terrain, which is at once local, national, regional and global? In Globalizing Education Policy, the authors explore the key global drivers of policy change in education, and suggest that these do not operate in the same way in all nation-states. They examine the transformative effects of globalization on the discursive terrain within which educational policies are developed and enacted, arguing that this terrain is increasingly informed by a range of neo-liberal precepts which have fundamentally changed the ways in which we think about educational governance. They also suggest that whilst in some countries these precepts are resisted, to some extent, they have nonetheless become hegemonic, and provide an overview of some critical issues in educational policy to which this hegemonic view of globalization has given rise, including: devolution and decentralization new forms of governance the balance between public and private funding of education access and equity and the education of girls curriculum particularly with respect to the teaching of English language and technology pedagogies and high stakes testing and the global trade in education. These issues are explored within the context of major shifts in global processes and ideological discourses currently being experienced, and negotiated by all countries. The book also provides an approach to education policy analysis in an age of globalization and will be of interest to those studying globalization and education policy across the social sciences.
Author: Fazal Rizvi,Bob Lingard
This book is an indispensable resource for anyone interested in the roots, current debates and future development of social theory. It draws together a team of outstanding international scholars, and presents an authoritative and panoramic critical survey of the field. The volume is divided into three parts. The first part examines the classical tradition. Included here are critical discussions of Comte, Spencer, Marx, Durkheim, Weber, Simmel, Mead, Freud, Mannheim and classical feminist thought. This part conveys the classical tradition as a living resource in social theory, it demonstrates not only the critical significance of classical writings, but their continuing relevance. The second part moves on t
Author: George Ritzer,Barry Smart
Category: Social Science
Based on interviews with key actors in the policy-making process, this book maps the changes in education policy and policy making in the Thatcherite decade. The focus of the book is the 1988 Education Reform Act, its origins, purposes and effects, and it looks behind the scenes at the priorities of the politicians, civil servants and government advisers who were influential in making changes. Using direct quotations from senior civil servants and former secretaries of state it provides a fascinating insight into the way in which policy is made. The book focuses on real-life political conflicts, examining the way in which education policy was related to the ideal of society projected by Thatcherism. It looks in detail at the New Right government advisers and think tanks; the industrial lobby, addressing issues such as the National Curriculum, national testing and City Technical Colleges. The author sets these important issues within a clear theoretical framework which illuminates the whole process of policy making.
Explorations in Sociology
Author: Stephen J. Ball
Provides an enhanced sense of what’s required to genuinely care for and educate the U.S.–Mexican youth in America.
U.S. - Mexican Youth and the Politics of Caring
Author: Angela Valenzuela
Publisher: SUNY Press
The methodology researching of educational policy is the subject of this book. It takes a "behind the scenes" look at the conducting, the analysis and the interpretation of research carried out into educational policy issues revolving around the 1988 Education Reform Act.; The contributors draw on their project research experience to demonstrate the breadth of issues lionked with such policy research, and cover the gender and power balance between interviewer and interviewee, the difficulties resulting from different ideological stances of researchers and researched, and difficulties in finding links between research and policy.
Ethical and Methodological Issues
Author: David Halpin,
Offers an account of contemporary trends in education reform and public sector governance, focusing on the increasing role of business and philanthropy in education service delivery and education policy and the emergence of new forms of 'network' governance.
New Policy Networks and the Neoliberal Imaginary
Author: Stephen J. Ball
The revolutionary wave that swept the Middle East in 2011 was marked by spectacular mobilization, spreading within and between countries with extraordinary speed. Several years on, however, it has caused limited shifts in structures of power, leaving much of the old political and social order intact. In this book, noted author Asef Bayat—whose Life as Politics anticipated the Arab Spring—uncovers why this occurred, and what made these uprisings so distinct from those that came before. Revolution without Revolutionaries is both a history of the Arab Spring and a history of revolution writ broadly. Setting the 2011 uprisings side by side with the revolutions of the 1970s, particularly the Iranian Revolution, Bayat reveals a profound global shift in the nature of protest: as acceptance of neoliberal policy has spread, radical revolutionary impulses have diminished. Protestors call for reform rather than fundamental transformation. By tracing the contours and illuminating the meaning of the 2011 uprisings, Bayat gives us the book needed to explain and understand our post–Arab Spring world.
Making Sense of the Arab Spring
Author: Asef Bayat
Publisher: Stanford University Press
The tension between professional expertise and democratic governance has become increasingly significant in Western politics. Environmental politics in particular is a hotbed for citizens who actively challenge the imposition of expert theories that ignore particular local knowledge that can help to relate technical facts to social values. In Citizens, Experts, and the Environment Frank Fischer explores this often strained interaction between technical environmental experts and citizen participants and proposes a new model of politics based on participatory inquiry and citizen-expert synergy. Where information ideologues see the modern increase in information as capable of making everyone smarter, others see the emergence of a society divided between those with and those without knowledge. Suggesting realistic strategies to bridge this divide, Fischer calls for meaningful non-expert involvement in policymaking and shows how the deliberations of ordinary citizens can help solve complex social and environmental problems by contributing non-technical knowledge to the professionals' expertise. While incorporating theoretical critiques of positivism and methodology, he also offers hard evidence to demonstrate that the ordinary citizen is capable of a great deal more participation than is generally recognised. Recent situations in Copenhagen, Denmark; Woburn, Massachusetts; and Kerala, India, serve as models of the participatory inquiry he proposes, showing how the local knowledge of citizens is invaluable to policy formation. In his conclusion Fischer moves his model from the context of environmental issues to the larger societal issues of deliberative structures and participatory democracy. This study will interest political scientists, public policy practitioners, sociologists, scientists, environmentalists, activists, urban planners, and public administrators along with those interested in understanding the relationship between democracy and science in a modern technological society.
The Politics of Local Knowledge
Author: Frank Fischer
Publisher: Duke University Press
Category: Political Science
A critical examination of the social theories of Karl Marx.
Author: Jon Elster
Publisher: Cambridge University Press
Since the election of Scott Walker, Wisconsin has been seen as ground zero for debates about the appropriate role of government in the wake of the Great Recession. In a time of rising inequality, Walker not only survived a bitterly contested recall that brought thousands of protesters to Capitol Square, he was subsequently reelected. How could this happen? How is it that the very people who stand to benefit from strong government services not only vote against the candidates who support those services but are vehemently against the very idea of big government? With The Politics of Resentment, Katherine J. Cramer uncovers an oft-overlooked piece of the puzzle: rural political consciousness and the resentment of the “liberal elite.” Rural voters are distrustful that politicians will respect the distinct values of their communities and allocate a fair share of resources. What can look like disagreements about basic political principles are therefore actually rooted in something even more fundamental: who we are as people and how closely a candidate’s social identity matches our own. Using Scott Walker and Wisconsin’s prominent and protracted debate about the appropriate role of government, Cramer illuminates the contours of rural consciousness, showing how place-based identities profoundly influence how people understand politics, regardless of whether urban politicians and their supporters really do shortchange or look down on those living in the country. The Politics of Resentment shows that rural resentment—no less than partisanship, race, or class—plays a major role in dividing America against itself.
Rural Consciousness in Wisconsin and the Rise of Scott Walker
Author: Katherine J. Cramer
Publisher: University of Chicago Press
Category: Political Science
Rise of the Red Engineers explains the tumultuous origins of the class of technocratic officials who rule China today. In a fascinating account, author Joel Andreas chronicles how two mutually hostile groups—the poorly educated peasant revolutionaries who seized power in 1949 and China's old educated elite—coalesced to form a new dominant class. After dispossessing the country's propertied classes, Mao and the Communist Party took radical measures to eliminate class distinctions based on education, aggravating antagonisms between the new political and old cultural elites. Ultimately, however, Mao's attacks on both groups during the Cultural Revolution spurred inter-elite unity, paving the way—after his death—for the consolidation of a new class that combined their political and cultural resources. This story is told through a case study of Tsinghua University, which—as China's premier school of technology—was at the epicenter of these conflicts and became the party's preferred training ground for technocrats, including many of China's current leaders.
The Cultural Revolution and the Origins of China's New Class
Author: Joel Andreas
Publisher: Stanford University Press