Karin Fischer
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9780719091964
- eISBN:
- 9781526115379
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719091964.003.0004
- Subject:
- Sociology, Education
Chapter 3 examines developments in Irish education policy generally over the past forty years and how they have related to social, cultural and religious diversity and inequalities. It looks at state ...
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Chapter 3 examines developments in Irish education policy generally over the past forty years and how they have related to social, cultural and religious diversity and inequalities. It looks at state views of the aim of school education and the shift from Gaelic-Catholic nationalism to market-oriented views (Denis O’Sullivan’s ‘mercantile paradigm’) within an international context. It analyses the tentative and limited opening towards more pluralist conceptions of Irish society in general policy documents of the 1990s and the persistence of more traditional Christian views and values. In the 2000s education policy discourses acknowledged some discrimination issues as part of official efforts towards the ‘inclusive society’, but still largely ignored existing issues of religious discrimination. By contrast, from the mid-1990s onwards, teacher organisations and other educational actors called for a national policy that would address both sociocultural and religious inequalities and discrimination. This led to the formulation of a new intercultural discourse in education at both educational and state levels.Less
Chapter 3 examines developments in Irish education policy generally over the past forty years and how they have related to social, cultural and religious diversity and inequalities. It looks at state views of the aim of school education and the shift from Gaelic-Catholic nationalism to market-oriented views (Denis O’Sullivan’s ‘mercantile paradigm’) within an international context. It analyses the tentative and limited opening towards more pluralist conceptions of Irish society in general policy documents of the 1990s and the persistence of more traditional Christian views and values. In the 2000s education policy discourses acknowledged some discrimination issues as part of official efforts towards the ‘inclusive society’, but still largely ignored existing issues of religious discrimination. By contrast, from the mid-1990s onwards, teacher organisations and other educational actors called for a national policy that would address both sociocultural and religious inequalities and discrimination. This led to the formulation of a new intercultural discourse in education at both educational and state levels.
Sarah Hackett
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9780719083174
- eISBN:
- 9781781706251
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719083174.003.0004
- Subject:
- Society and Culture, Cultural Studies
This chapter highlights the manner in which Newcastle and Bremen's local governments addressed the education of ethnic minority children within two very different national immigration frameworks. It ...
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This chapter highlights the manner in which Newcastle and Bremen's local governments addressed the education of ethnic minority children within two very different national immigration frameworks. It exposes the types of policies and measures that both introduced in order to cater for and promote the integration of their respective migrant pupils. It asserts that neither city has witnessed the problems and obstacles that it has often been argued have been present in other British and German cities. The topics discussed include English and German language acquisition, mother-tongue language classes, educational attainment and the dispersal of ethnic minority pupils in schools in both cities.Less
This chapter highlights the manner in which Newcastle and Bremen's local governments addressed the education of ethnic minority children within two very different national immigration frameworks. It exposes the types of policies and measures that both introduced in order to cater for and promote the integration of their respective migrant pupils. It asserts that neither city has witnessed the problems and obstacles that it has often been argued have been present in other British and German cities. The topics discussed include English and German language acquisition, mother-tongue language classes, educational attainment and the dispersal of ethnic minority pupils in schools in both cities.
Genevieve Siegel-Hawley
- Published in print:
- 2016
- Published Online:
- September 2016
- ISBN:
- 9781469627830
- eISBN:
- 9781469627854
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469627830.003.0007
- Subject:
- Education, History of Education
This chapter underscores key findings from the original analysis and argues that they strengthen a robust evidence base supporting the need to more strongly insert education onto the regional agenda. ...
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This chapter underscores key findings from the original analysis and argues that they strengthen a robust evidence base supporting the need to more strongly insert education onto the regional agenda. While the chapter reviews the limitations of and difficult politics surrounding metropolitan school desegregation, it offers solutions targeted toward an array of actors. The chapter showcases the need for comprehensive social policy to address the multidimensional issues that perpetuate segregation and inequality across regional spaces. These overlapping policies should confront school segregation in tandem with the housing, transportation and employment issues that are often the focus of current conversations about regionalism. The conclusion of the book also carefully highlights other communities that exemplify school district consolidation and regional cooperation today. The barriers involved should not halt the push towards educational regionalism, the chapter argues, as demographic changes and rising inequality make such efforts increasingly urgent.Less
This chapter underscores key findings from the original analysis and argues that they strengthen a robust evidence base supporting the need to more strongly insert education onto the regional agenda. While the chapter reviews the limitations of and difficult politics surrounding metropolitan school desegregation, it offers solutions targeted toward an array of actors. The chapter showcases the need for comprehensive social policy to address the multidimensional issues that perpetuate segregation and inequality across regional spaces. These overlapping policies should confront school segregation in tandem with the housing, transportation and employment issues that are often the focus of current conversations about regionalism. The conclusion of the book also carefully highlights other communities that exemplify school district consolidation and regional cooperation today. The barriers involved should not halt the push towards educational regionalism, the chapter argues, as demographic changes and rising inequality make such efforts increasingly urgent.
Douglas Besharov and Karen Baehler (eds)
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9780199990313
- eISBN:
- 9780199346363
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199990313.001.0001
- Subject:
- Social Work, Social Policy
The story of China’s spectacular economic growth is well known. Less well known is the country’s equally dramatic, though not always equally successful, social policy transition. Between the ...
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The story of China’s spectacular economic growth is well known. Less well known is the country’s equally dramatic, though not always equally successful, social policy transition. Between the mid-1990s and mid-2000s---the focal period for this book---China’s central government went a long way toward consolidating the social policy framework that had gradually emerged in piecemeal fashion during the initial phases of economic liberalization. Major policy decisions during the focal period included adopting a single national pension plan for urban areas, standardizing unemployment insurance, (re)establishing nationwide rural health care coverage, opening urban education systems to children of rural migrants, introducing trilingual education policies in ethnic minority regions, expanding college enrolment, addressing the challenge of HIV/AIDS more comprehensively, and equalizing social welfare spending across provinces, among others. Unresolved is the direction of policy in the face of longer-term industrial and demographic trends---and the possibility of a chronically weak global economy. Chinese Social Policy in a Time of Transition offers scholars, practitioners, students, and policymakers a foundation from which to explore those issues based on a composite snapshot of Chinese social policy at its point of greatest maturation prior to the 2007 global crisis.Less
The story of China’s spectacular economic growth is well known. Less well known is the country’s equally dramatic, though not always equally successful, social policy transition. Between the mid-1990s and mid-2000s---the focal period for this book---China’s central government went a long way toward consolidating the social policy framework that had gradually emerged in piecemeal fashion during the initial phases of economic liberalization. Major policy decisions during the focal period included adopting a single national pension plan for urban areas, standardizing unemployment insurance, (re)establishing nationwide rural health care coverage, opening urban education systems to children of rural migrants, introducing trilingual education policies in ethnic minority regions, expanding college enrolment, addressing the challenge of HIV/AIDS more comprehensively, and equalizing social welfare spending across provinces, among others. Unresolved is the direction of policy in the face of longer-term industrial and demographic trends---and the possibility of a chronically weak global economy. Chinese Social Policy in a Time of Transition offers scholars, practitioners, students, and policymakers a foundation from which to explore those issues based on a composite snapshot of Chinese social policy at its point of greatest maturation prior to the 2007 global crisis.
Helen M. Gunter
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781447339588
- eISBN:
- 9781447339625
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447339588.003.0005
- Subject:
- Education, Educational Policy and Politics
This chapter discusses the deployment of the Education Policy Knowledgeable Polity, which shows how the state has adopted a form of depoliticisation by contract as a form of ...
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This chapter discusses the deployment of the Education Policy Knowledgeable Polity, which shows how the state has adopted a form of depoliticisation by contract as a form of risk-management-promising, where the trend is towards proactive private as distinct from public contractualism based on the binary risk of failure–success designed to secure and extend segregation. Underpinned by globally networked corporate ideas regarding education as a site for investment, the identification of success and the eradication of failure has become policy in school reform. Importantly, the pursuit of child and school failure as public policy is integral to this process, where schools and children do and, indeed, have to fail in order for segregation to be effective.Less
This chapter discusses the deployment of the Education Policy Knowledgeable Polity, which shows how the state has adopted a form of depoliticisation by contract as a form of risk-management-promising, where the trend is towards proactive private as distinct from public contractualism based on the binary risk of failure–success designed to secure and extend segregation. Underpinned by globally networked corporate ideas regarding education as a site for investment, the identification of success and the eradication of failure has become policy in school reform. Importantly, the pursuit of child and school failure as public policy is integral to this process, where schools and children do and, indeed, have to fail in order for segregation to be effective.
Kalervo N. Gulson and P. Taylor Webb
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9781447320074
- eISBN:
- 9781447320098
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447320074.001.0001
- Subject:
- Education, Educational Policy and Politics
Attempts at educational equity amount to local activities performed within unequal and disjunctive political forces. As a politics, educational equity is redolent of the conditions that produce ...
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Attempts at educational equity amount to local activities performed within unequal and disjunctive political forces. As a politics, educational equity is redolent of the conditions that produce unequal schooling in the first place. Based on a four-year multi-modal study, this book identifies the forces that produced unequal schooling opportunities for Black families in Toronto, Canada, while simultaneously identifying the conditions that generated an Africentric Alternative School for these families and the Black community.
The book identifies how the conditions that created unequal schooling were some of the very conditions that produced educational equity in the form of the school. This includes four preconditions to relay an account of the school’s origin, including biopolitics, neoliberalism, the politics of recognition, and the city and its relationships to ideologies of race and multiculturalism. Each precondition is discussed in a separate chapter and in relation to a significant policy event that precipitated the becoming of the Africentric Alternative School. The book utilises an unique feature by developing a ‘subtext’ that accompanies each chapter, whereby the authors reflect upon the theoretical and methodological choices in each corresponding chapter. The book concludes how this particular analysis of education policy can be used to map constellations of power and force that have a large degree of influence over policy subjects and policy actors, in concerted attempts to identify the important preconditions that shape recurring attempts at racial justice.Less
Attempts at educational equity amount to local activities performed within unequal and disjunctive political forces. As a politics, educational equity is redolent of the conditions that produce unequal schooling in the first place. Based on a four-year multi-modal study, this book identifies the forces that produced unequal schooling opportunities for Black families in Toronto, Canada, while simultaneously identifying the conditions that generated an Africentric Alternative School for these families and the Black community.
The book identifies how the conditions that created unequal schooling were some of the very conditions that produced educational equity in the form of the school. This includes four preconditions to relay an account of the school’s origin, including biopolitics, neoliberalism, the politics of recognition, and the city and its relationships to ideologies of race and multiculturalism. Each precondition is discussed in a separate chapter and in relation to a significant policy event that precipitated the becoming of the Africentric Alternative School. The book utilises an unique feature by developing a ‘subtext’ that accompanies each chapter, whereby the authors reflect upon the theoretical and methodological choices in each corresponding chapter. The book concludes how this particular analysis of education policy can be used to map constellations of power and force that have a large degree of influence over policy subjects and policy actors, in concerted attempts to identify the important preconditions that shape recurring attempts at racial justice.
Jacqueline Baxter
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781447326021
- eISBN:
- 9781447326229
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447326021.001.0001
- Subject:
- Law, Criminal Law and Criminology
What impact have the unprecedented and rapid changes to the structure of education in England had on school governors and policy makers? And what effect has the intensifying media and regulatory ...
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What impact have the unprecedented and rapid changes to the structure of education in England had on school governors and policy makers? And what effect has the intensifying media and regulatory focus had on volunteer school governors? Jacqueline Baxter takes the 2014 ‘Trojan Horse’ scandal, in which it was alleged that governors at 25 Birmingham schools were involved in the ‘Islamisation’ of secular state schools, as a focus point to examine the pressures and challenges in the current system. Informed by her twenty years’ experience as a school governor, she considers both media analysis and policy as well as the implications for the future of a democratic system of education in England.Less
What impact have the unprecedented and rapid changes to the structure of education in England had on school governors and policy makers? And what effect has the intensifying media and regulatory focus had on volunteer school governors? Jacqueline Baxter takes the 2014 ‘Trojan Horse’ scandal, in which it was alleged that governors at 25 Birmingham schools were involved in the ‘Islamisation’ of secular state schools, as a focus point to examine the pressures and challenges in the current system. Informed by her twenty years’ experience as a school governor, she considers both media analysis and policy as well as the implications for the future of a democratic system of education in England.
Jessica Pykett
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9781847428462
- eISBN:
- 9781447307259
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781847428462.003.0002
- Subject:
- Social Work, Children and Families
This chapter considers two trends in contemporary teaching and learning practice in the UK: citizenship education and various guises of brain training and neuroeducation. The chapter explores how ...
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This chapter considers two trends in contemporary teaching and learning practice in the UK: citizenship education and various guises of brain training and neuroeducation. The chapter explores how these practices produce idealised conceptions of young people as simultaneously public citizens to be governed and contrastingly highly personalised brains to be trained. The chapter shows how the concepts of space and spatiality are useful in understanding the politics of schooling, but argues that educational scholars need to be more eclectic in their turn to spatial theory. Foucault's work on theorising space and power is used to develop an alternative account of how particular knowledges become legitimate and how schools shape young people. It is argued that rather than simply mirroring social relations, schools play an important role in producing new social realities.Less
This chapter considers two trends in contemporary teaching and learning practice in the UK: citizenship education and various guises of brain training and neuroeducation. The chapter explores how these practices produce idealised conceptions of young people as simultaneously public citizens to be governed and contrastingly highly personalised brains to be trained. The chapter shows how the concepts of space and spatiality are useful in understanding the politics of schooling, but argues that educational scholars need to be more eclectic in their turn to spatial theory. Foucault's work on theorising space and power is used to develop an alternative account of how particular knowledges become legitimate and how schools shape young people. It is argued that rather than simply mirroring social relations, schools play an important role in producing new social realities.
R.V. Vaidyanatha Ayyar
- Published in print:
- 2017
- Published Online:
- April 2018
- ISBN:
- 9780199474943
- eISBN:
- 9780199090891
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780199474943.003.0018
- Subject:
- Sociology, Education
This chapter describes the policy initiatives of the Modi Government such as the appointment of the Hari Guatam and Kaw Committees to review the functioning of the UGC and AICTE respectively and of ...
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This chapter describes the policy initiatives of the Modi Government such as the appointment of the Hari Guatam and Kaw Committees to review the functioning of the UGC and AICTE respectively and of the work so far on developing a new education policy. It critiques the process adopted for policy development and the salient features of the report of the TSR Committee and MHRD’s discussion draft, the Input Document. It also critiques the far reaching judgment of the Supreme Court mandating a National Eligibility and Education Test (NEET) for admission to undergraduate medical and dental courses of all colleges including minority institutions. It outlines the controversy over teaching German as a third language in Classes VI–VIII of Kendriya Vidyalayas, and the establishment of world class universities. It outlines the measures taken by Modi Government to carry forward the initiatives taken by the UPA Governments to promote skill development.Less
This chapter describes the policy initiatives of the Modi Government such as the appointment of the Hari Guatam and Kaw Committees to review the functioning of the UGC and AICTE respectively and of the work so far on developing a new education policy. It critiques the process adopted for policy development and the salient features of the report of the TSR Committee and MHRD’s discussion draft, the Input Document. It also critiques the far reaching judgment of the Supreme Court mandating a National Eligibility and Education Test (NEET) for admission to undergraduate medical and dental courses of all colleges including minority institutions. It outlines the controversy over teaching German as a third language in Classes VI–VIII of Kendriya Vidyalayas, and the establishment of world class universities. It outlines the measures taken by Modi Government to carry forward the initiatives taken by the UPA Governments to promote skill development.
Lynn Ilon
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9781447306207
- eISBN:
- 9781447310990
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447306207.003.0006
- Subject:
- Sociology, Education
This chapter considers the role of knowledge mobilisation in Korea. It starts by describing the process of policy development in Korea, highlighting the contribution of the media and the general ...
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This chapter considers the role of knowledge mobilisation in Korea. It starts by describing the process of policy development in Korea, highlighting the contribution of the media and the general public, as well as educational researchers. It then goes on to look at the history of education policy since 1948, dividing it into four distinct phases. Next it follows three education policies from their ideas to inception to impact to show the close association of research and policy in the field of education. Then it looks at the funding of research by the government and concludes with a discussion of how to get research into schools.Less
This chapter considers the role of knowledge mobilisation in Korea. It starts by describing the process of policy development in Korea, highlighting the contribution of the media and the general public, as well as educational researchers. It then goes on to look at the history of education policy since 1948, dividing it into four distinct phases. Next it follows three education policies from their ideas to inception to impact to show the close association of research and policy in the field of education. Then it looks at the funding of research by the government and concludes with a discussion of how to get research into schools.
Karin Fischer
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9780719091964
- eISBN:
- 9781526115379
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719091964.003.0002
- Subject:
- Sociology, Education
Chapter 1 examines the influence and legacy of Gaelic-Catholic cultural nationalism on the Irish education system, showing that its main characteristics (Church control and denominational structures, ...
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Chapter 1 examines the influence and legacy of Gaelic-Catholic cultural nationalism on the Irish education system, showing that its main characteristics (Church control and denominational structures, patronage system, religious segregation, importance of religion in educational aims and contents up to the 1971 curriculum) reflect both 19th c. developments and the Irish Free State’s Catholic-cultural nationalism (post-independence education policies, 1937 Constitution, ‘fabricated cultural homogeneity’). It also shows that, contrary to popular belief, the denominational nature of the system itself and the ‘legality’ of religious discrimination within the system only date back to changes introduced in official education policy documents in the 1960s.Less
Chapter 1 examines the influence and legacy of Gaelic-Catholic cultural nationalism on the Irish education system, showing that its main characteristics (Church control and denominational structures, patronage system, religious segregation, importance of religion in educational aims and contents up to the 1971 curriculum) reflect both 19th c. developments and the Irish Free State’s Catholic-cultural nationalism (post-independence education policies, 1937 Constitution, ‘fabricated cultural homogeneity’). It also shows that, contrary to popular belief, the denominational nature of the system itself and the ‘legality’ of religious discrimination within the system only date back to changes introduced in official education policy documents in the 1960s.
R.V. Vaidyanatha Ayyar
- Published in print:
- 2017
- Published Online:
- April 2018
- ISBN:
- 9780199474943
- eISBN:
- 9780199090891
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780199474943.003.0002
- Subject:
- Sociology, Education
This chapter outlines the exceptional composition of the landmark Kothari Commission, and its blend of idealism and realism. It offers a succinct account of the recommendations of the Kothari ...
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This chapter outlines the exceptional composition of the landmark Kothari Commission, and its blend of idealism and realism. It offers a succinct account of the recommendations of the Kothari Commission, and the ferocious opposition to its recommendations regarding elementary and higher education, language policy, and the establishment of world class universities. It presents a candid critique of its recommendation that has become a hardy perennial of Indian educational discourse, namely that Government allocate at least 6 per cent of Gross Domestic Product (GDP) to education. It gives a crisp account of Independent India’s first National Policy on Education (1968). It also outlines the Constitutional Amendment of 1978 which made education a ‘concurrent subject’, and the educational initiatives of the short lived Janata Government (1976–8), India’s first non-Congress Party Central Government. It also outlines the key role played by J.P Naik in the Kothari Commission and Janata Government and evolution of his thinking.Less
This chapter outlines the exceptional composition of the landmark Kothari Commission, and its blend of idealism and realism. It offers a succinct account of the recommendations of the Kothari Commission, and the ferocious opposition to its recommendations regarding elementary and higher education, language policy, and the establishment of world class universities. It presents a candid critique of its recommendation that has become a hardy perennial of Indian educational discourse, namely that Government allocate at least 6 per cent of Gross Domestic Product (GDP) to education. It gives a crisp account of Independent India’s first National Policy on Education (1968). It also outlines the Constitutional Amendment of 1978 which made education a ‘concurrent subject’, and the educational initiatives of the short lived Janata Government (1976–8), India’s first non-Congress Party Central Government. It also outlines the key role played by J.P Naik in the Kothari Commission and Janata Government and evolution of his thinking.
R.V. Vaidyanatha Ayyar
- Published in print:
- 2017
- Published Online:
- April 2018
- ISBN:
- 9780199474943
- eISBN:
- 9780199090891
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780199474943.003.0003
- Subject:
- Sociology, Education
This chapter briefly narrates the great hopes aroused by Rajiv Gandhi’s accession to power and his dashing initiatives such as the reorganization of Central Government ministries and critiques the ...
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This chapter briefly narrates the great hopes aroused by Rajiv Gandhi’s accession to power and his dashing initiatives such as the reorganization of Central Government ministries and critiques the formation of the Ministry of Human Resource Development. It outlines other policy initiatives such as the establishment of Navodaya Vidyalayas and the Indira Gandhi National Open University, and describes the process followed for the formulation of the National Policy on Education (NPE), 1986, and its Programme of Action (POA). It narrates and critiques the key policy postulates of NPE, 1986, such as the a large and systemic programme of non-formal education being a pre-requisite for universalizing elementary education, and vesting the All India Council of Technical Education (AICTE) with statuary powers to regulate technical education. It highlights the fact that NPE, 1986, skirted burning issues of higher education as it not anchored in policy analysis. In the praxis of education policy, there is often no realistic assessment of the problem which needs to be addressed, no realistic identification of the various alternatives, no rigorous evaluation of alternatives, and no roadmap offered for realization of the policy objectivesLess
This chapter briefly narrates the great hopes aroused by Rajiv Gandhi’s accession to power and his dashing initiatives such as the reorganization of Central Government ministries and critiques the formation of the Ministry of Human Resource Development. It outlines other policy initiatives such as the establishment of Navodaya Vidyalayas and the Indira Gandhi National Open University, and describes the process followed for the formulation of the National Policy on Education (NPE), 1986, and its Programme of Action (POA). It narrates and critiques the key policy postulates of NPE, 1986, such as the a large and systemic programme of non-formal education being a pre-requisite for universalizing elementary education, and vesting the All India Council of Technical Education (AICTE) with statuary powers to regulate technical education. It highlights the fact that NPE, 1986, skirted burning issues of higher education as it not anchored in policy analysis. In the praxis of education policy, there is often no realistic assessment of the problem which needs to be addressed, no realistic identification of the various alternatives, no rigorous evaluation of alternatives, and no roadmap offered for realization of the policy objectives
Patrick L. J. Bailey and Stephen J. Ball
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781447324560
- eISBN:
- 9781447324584
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447324560.003.0006
- Subject:
- Education, Educational Policy and Politics
This chapter provides an overview of coalition government education policy, focusing on compulsory education in England. It also highlights the relationships between coalition policy and that of the ...
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This chapter provides an overview of coalition government education policy, focusing on compulsory education in England. It also highlights the relationships between coalition policy and that of the Conservative government elected in 2015.
The chapter notes areas of both continuity and change with the direction set under new Labour, with the coalition both building on Labour’s policies but also shifting the rhetorical and discursive problem-space of policy. It examines education policy in relation to areas such as the curriculum, academisation and free schools, and the Pupil Premium, as well as performance management, and concludes that Conservative education policy rests on a ‘messy’ combination of regulation, competition and performance management.Less
This chapter provides an overview of coalition government education policy, focusing on compulsory education in England. It also highlights the relationships between coalition policy and that of the Conservative government elected in 2015.
The chapter notes areas of both continuity and change with the direction set under new Labour, with the coalition both building on Labour’s policies but also shifting the rhetorical and discursive problem-space of policy. It examines education policy in relation to areas such as the curriculum, academisation and free schools, and the Pupil Premium, as well as performance management, and concludes that Conservative education policy rests on a ‘messy’ combination of regulation, competition and performance management.
Genevieve Siegel-Hawley
- Published in print:
- 2016
- Published Online:
- September 2016
- ISBN:
- 9781469627830
- eISBN:
- 9781469627854
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469627830.003.0002
- Subject:
- Education, History of Education
This chapter carefully describes how school district boundaries help structure segregation in our highly urbanized country. Drawing upon evidence from education, sociology, political science and law, ...
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This chapter carefully describes how school district boundaries help structure segregation in our highly urbanized country. Drawing upon evidence from education, sociology, political science and law, it argues that politicized, invisible walls give shape to segregation in schools and communities and makes the case for why that still matters. The ongoing link between racial and economic segregation and unequal opportunity is contrasted with the current educational policy paradigm that largely ignores the fundamental importance of such issues. The chapter contends that today’s regionalism addresses problems related to metropolitan fragmentation, but often does so to the exclusion of critical conversations about educational opportunity.Less
This chapter carefully describes how school district boundaries help structure segregation in our highly urbanized country. Drawing upon evidence from education, sociology, political science and law, it argues that politicized, invisible walls give shape to segregation in schools and communities and makes the case for why that still matters. The ongoing link between racial and economic segregation and unequal opportunity is contrasted with the current educational policy paradigm that largely ignores the fundamental importance of such issues. The chapter contends that today’s regionalism addresses problems related to metropolitan fragmentation, but often does so to the exclusion of critical conversations about educational opportunity.
Helen M. Gunter
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781447339588
- eISBN:
- 9781447339625
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447339588.003.0006
- Subject:
- Education, Educational Policy and Politics
In the high stakes context of biopolitical distinctiveness, what matters appears to be selecting data and using it to make performance claims by smoothing a narrative. This chapter examines how this ...
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In the high stakes context of biopolitical distinctiveness, what matters appears to be selecting data and using it to make performance claims by smoothing a narrative. This chapter examines how this is integral to segregating the system using Hannah Arendt's (2003) thinking about responsibility and judgement, where she identifies what happens when people are rendered thoughtless, particularly in how a situation is framed and understood through fabricated myth-making. The deployment of the Education Policy Knowledgeable Polity to the creation of ‘data-rich’ schools in England enables an examination of a form of depoliticisation by calculation where the interplay between standards, numbers, and school leadership is deployed to change identities and practices. The state has been able to make contractual alliances with elite individuals, companies, and networked knowledge producers who have used particular ideologies in order to present a seductive, trainable, and measurable model for the modern professional.Less
In the high stakes context of biopolitical distinctiveness, what matters appears to be selecting data and using it to make performance claims by smoothing a narrative. This chapter examines how this is integral to segregating the system using Hannah Arendt's (2003) thinking about responsibility and judgement, where she identifies what happens when people are rendered thoughtless, particularly in how a situation is framed and understood through fabricated myth-making. The deployment of the Education Policy Knowledgeable Polity to the creation of ‘data-rich’ schools in England enables an examination of a form of depoliticisation by calculation where the interplay between standards, numbers, and school leadership is deployed to change identities and practices. The state has been able to make contractual alliances with elite individuals, companies, and networked knowledge producers who have used particular ideologies in order to present a seductive, trainable, and measurable model for the modern professional.
Helen E. Lees
- Published in print:
- 2013
- Published Online:
- May 2014
- ISBN:
- 9781447306412
- eISBN:
- 9781447304289
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447306412.001.0001
- Subject:
- Sociology, Social Stratification, Inequality, and Mobility
This book addresses issues around elective home education (EHE- also known as home schooling) discovery, which for too long have been unnecessarily problematic. Three theoretical frames using Kuhn, ...
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This book addresses issues around elective home education (EHE- also known as home schooling) discovery, which for too long have been unnecessarily problematic. Three theoretical frames using Kuhn, Foucault and Hirschman, and a policy framework for assessing discovery motivations, are offered to contribute to increased understanding of the difference of EHE. An educational philosophy of EHE is developed. “Educationism” is presented as a term describing a widespread form of educational prejudice operating against the marginality of alternatives such as EHE and thorough-going democratic schooling. Empirical data extracts are used from a street survey and from in-depth interviews with adults who have discovered an educational alternative to mainstream schooling attendance. These show surprising insights into the extent to which education is blindly conflated with schooling: finding out that schooling is not the only pathway for education to occur can cause wholesale revelation and personal transformation of the social, political, familial, financial and ethical. The unmet need for parents to have information about alternative educational pathways is highlighted. The ignorance of professionals about EHE difference and a need for greater training is raised. This has wide ranging implications for the concept of education and for the conduct of educational studies around the world. A reconfiguration is suggested of how education is structurally organised: from one field with educational marginalia to multiple equal paradigms of practice. The rise of technology is seen as a key factor in a reconfigured educational studies and increased discovery of EHE as option.Less
This book addresses issues around elective home education (EHE- also known as home schooling) discovery, which for too long have been unnecessarily problematic. Three theoretical frames using Kuhn, Foucault and Hirschman, and a policy framework for assessing discovery motivations, are offered to contribute to increased understanding of the difference of EHE. An educational philosophy of EHE is developed. “Educationism” is presented as a term describing a widespread form of educational prejudice operating against the marginality of alternatives such as EHE and thorough-going democratic schooling. Empirical data extracts are used from a street survey and from in-depth interviews with adults who have discovered an educational alternative to mainstream schooling attendance. These show surprising insights into the extent to which education is blindly conflated with schooling: finding out that schooling is not the only pathway for education to occur can cause wholesale revelation and personal transformation of the social, political, familial, financial and ethical. The unmet need for parents to have information about alternative educational pathways is highlighted. The ignorance of professionals about EHE difference and a need for greater training is raised. This has wide ranging implications for the concept of education and for the conduct of educational studies around the world. A reconfiguration is suggested of how education is structurally organised: from one field with educational marginalia to multiple equal paradigms of practice. The rise of technology is seen as a key factor in a reconfigured educational studies and increased discovery of EHE as option.
Laikwoon Teh, David Hogan, and Clive Dimmock
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9781447306207
- eISBN:
- 9781447310990
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447306207.003.0003
- Subject:
- Sociology, Education
This chapter outlines how knowledge is mobilised – produced, mediated and applied – to improve education practice and policy in Singapore. It begins with an introduction to Singapore's education ...
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This chapter outlines how knowledge is mobilised – produced, mediated and applied – to improve education practice and policy in Singapore. It begins with an introduction to Singapore's education system. It then describes how the problem of knowledge mobilisation theory is framed and how Singaporean researchers have developed a Research, Development and Innovation programme. The chapter ends with a discussion of how the Singapore experience may contribute to the international education research community's drive to increase its impact on policy and practice.Less
This chapter outlines how knowledge is mobilised – produced, mediated and applied – to improve education practice and policy in Singapore. It begins with an introduction to Singapore's education system. It then describes how the problem of knowledge mobilisation theory is framed and how Singaporean researchers have developed a Research, Development and Innovation programme. The chapter ends with a discussion of how the Singapore experience may contribute to the international education research community's drive to increase its impact on policy and practice.
Genevieve Siegel-Hawley
- Published in print:
- 2016
- Published Online:
- September 2016
- ISBN:
- 9781469627830
- eISBN:
- 9781469627854
- Item type:
- book
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469627830.001.0001
- Subject:
- Education, History of Education
How we provide equal educational opportunity to an increasingly diverse, highly urbanized student population is one of the central concerns facing our nation. We are currently allowing a labyrinthine ...
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How we provide equal educational opportunity to an increasingly diverse, highly urbanized student population is one of the central concerns facing our nation. We are currently allowing a labyrinthine system of school district boundaries to cleave students—and opportunities—along racial and economic lines. Rather than confronting these realities, though, most contemporary educational policies focus on improving schools by raising academic standards, holding teachers and students accountable through test performance, and promoting private-sector competition. WHEN THE FENCES COME DOWN takes us into the heart of the metropolitan South to explore what happens when communities instead focus squarely on overcoming the educational divide between city and suburb. Based on widely differing and highly illustrative experiences with regional school desegregation in Richmond, Virginia; Louisville, Kentucky; Charlotte-Mecklenburg, North Carolina; and Chattanooga, Tennessee between 1990 and 2010, Genevieve Siegel-Hawley uses quantitative methods and innovative mapping tools to both underscore the damages wrought by school district boundary lines and raise awareness about communities that have sought to counteract them. She shows that city-suburban school desegregation policy is related to clear-cut progress on both school and housing desegregation. WHEN THE FENCES COME DOWN revisits educational policies that in many cases were abruptly halted—or never begun—to spur an open conversation about the creation of the healthy, integrated schools and communities critical to our multiracial future.Less
How we provide equal educational opportunity to an increasingly diverse, highly urbanized student population is one of the central concerns facing our nation. We are currently allowing a labyrinthine system of school district boundaries to cleave students—and opportunities—along racial and economic lines. Rather than confronting these realities, though, most contemporary educational policies focus on improving schools by raising academic standards, holding teachers and students accountable through test performance, and promoting private-sector competition. WHEN THE FENCES COME DOWN takes us into the heart of the metropolitan South to explore what happens when communities instead focus squarely on overcoming the educational divide between city and suburb. Based on widely differing and highly illustrative experiences with regional school desegregation in Richmond, Virginia; Louisville, Kentucky; Charlotte-Mecklenburg, North Carolina; and Chattanooga, Tennessee between 1990 and 2010, Genevieve Siegel-Hawley uses quantitative methods and innovative mapping tools to both underscore the damages wrought by school district boundary lines and raise awareness about communities that have sought to counteract them. She shows that city-suburban school desegregation policy is related to clear-cut progress on both school and housing desegregation. WHEN THE FENCES COME DOWN revisits educational policies that in many cases were abruptly halted—or never begun—to spur an open conversation about the creation of the healthy, integrated schools and communities critical to our multiracial future.
Sotiria Grek and Martin Lawn
- Published in print:
- 2015
- Published Online:
- January 2016
- ISBN:
- 9780719091858
- eISBN:
- 9781781708415
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719091858.003.0006
- Subject:
- Political Science, European Union
This chapter argues that, for a long time, dominant approaches examining education policy have largely studied this as a domestic matter. By contrast, through building upon a political sociological ...
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This chapter argues that, for a long time, dominant approaches examining education policy have largely studied this as a domestic matter. By contrast, through building upon a political sociological approach grounded in an inclusive ontology of Europe, Sotiria Grek and Martin Lawn argue that education in Europe can and should be seen through a different lens. First, they conceptualise education in Europe as an autonomous policy space that is both common and complementary and built on historical and contemporary exchanges of ideas and practices. Second, and this is the very focus of this chapter, they argue that the physical properties of this policy space are not so much formal rules, but data, indicators and benchmarks. Indeed, measurements in all their various forms both create and sustain this space. It is over these that primary actor interactions and struggles take place; it is the way in which these conflicts are resolved that hierarchy and political ordering of actors are determined. Overall, by stressing the importance of critical assessments of measurement – and, in particular, of measurement’s constitutive properties – they show how Europeans make sense of Europe through measuring it.Less
This chapter argues that, for a long time, dominant approaches examining education policy have largely studied this as a domestic matter. By contrast, through building upon a political sociological approach grounded in an inclusive ontology of Europe, Sotiria Grek and Martin Lawn argue that education in Europe can and should be seen through a different lens. First, they conceptualise education in Europe as an autonomous policy space that is both common and complementary and built on historical and contemporary exchanges of ideas and practices. Second, and this is the very focus of this chapter, they argue that the physical properties of this policy space are not so much formal rules, but data, indicators and benchmarks. Indeed, measurements in all their various forms both create and sustain this space. It is over these that primary actor interactions and struggles take place; it is the way in which these conflicts are resolved that hierarchy and political ordering of actors are determined. Overall, by stressing the importance of critical assessments of measurement – and, in particular, of measurement’s constitutive properties – they show how Europeans make sense of Europe through measuring it.
