Suchergebnisse

Cover -- Half Title Page -- Title Page -- Copyright Page -- Original Title Page -- Original Copyright Page -- Dedication Page -- Contents -- Acknowledgements -- Introduction -- Part One From Theory and Research to Policyand Practice -- 1 Sociological Approaches to the School Curriculum -- 2 The Curriculum as Ideological Practice -- 3 Curriculum Studies and the Sociology of School Knowledge -- 4 From Academic Critique to Radical Intervention -- Part Two Current Curriculum Conflicts in Asociological Perspective -- 5 The Great Debate and its Aftermath -- 6 The Politics of Public Examinations -- 7 Continuity and Change in Social and Political Education -- 8 Sociologists and Political Movements - A Resume of The Current Issues -- Notes -- References -- Name Index -- Subject Index

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 th

Der Autor geht der Frage nach, ob einige der Veränderungen, die sich während der letzten zehn Jahre im Bildungswesen vollzogen haben, "als Abscheulichkeiten des Thatcherismus aufgefaßt werden dürfen oder ob sie vielleicht ein Zeichen für etwas Weiterreichenderes sind, das ein umfassenderes Überdenken der Bildungspolitik erforderlich macht." Zunächst wird deutlich gemacht, daß die Politik der Thatcher-Jahre eine besondere Herausforderung dessen darstellt, "was zu Recht als das Kernstück der sozialdemokratischen Sozialtechnologie der Nachkriegsjahre genannt werden kann": das Systems der Allgemeinen Gesamtschulen (Common Comprehensive Secondary Schools) unter Kontrolle der lokalen Schulbehörden (LEAs). Insofern diese Politik die Befugnis der örtlichen Schulbehörden einschränkte, kann sie auch als Wegbereiterin einer Restrukturierung des gesamten System und schließlich der Abschaffung dieser Behörden selbst aufgefaßt werden. Hand in Hand mit dem offenkundigen Machttransfer auf einzelne Schulen ging eine Stärkung der Macht der Zentralregierung einher, die in der Schaffung eines nationalen Curriculums ihren deutlichsten Ausdruck fand. Weitere Themen in diesem Zusammenhang sind: das örtliche Schulmanagement (LMS), die städtischen Technikfachschulen sowie die Subventionsschulen. (ICD)

The sociology of education in Britain is generally regarded as having gone through something of a paradigm shift in the late 1960s and early 1970s. A supposed "new direction" in the sociology of education was seen to emerge from the work of Basil Bernstein and Michael F.D. Young and their colleagues and students at the Institute of Education in London. This was symbolized in the sub-title of the first major publication by this group — Knowledge and Control: New Directions for the Sociology of Education (Young 1971a). Insofar as there was anything that had a coherent claim to be termed a "new sociology of education" (Gorbutt 1972), its approach was one which sought to make problematic that which had hitherto been taken for granted in education (Young, 1971b).

Both England and Australia have displayed strong social democratic traditions in their approaches to higher education expansion in the second half of the twentieth century, but are now continuing that expansion as part of a 'neo-liberal' reform agenda. This paper traces how the rhetoric of widening participation and equitable access to higher education has remained a key feature of policy discourse in both contexts, albeit with different inflections and effects over time and indeed between the two countries. It also shows how the longstanding relationship between higher education and social and cultural reproduction has endured despite a series of 'social democratic' and 'neo-liberal' policy initiatives that have ostensibly sought to weaken that link. It concludes that more needs to be done if the rhetoric of equity and social justice is to impact upon the reality of contemporary higher education in these two countries.

Both England and Australia have displayed strong social democratic traditions in their approaches to higher education expansion in the second half of the twentieth century, but are now continuing that expansion as part of a 'neo-liberal' reform agenda. This paper traces how the rhetoric of widening participation and equitable access to higher education has remained a key feature of policy discourse in both contexts, albeit with different inflections and effects over time and indeed between the two countries. It also shows how the longstanding relationship between higher education and social and cultural reproduction has endured despite a series of 'social democratic' and 'neo-liberal' policy initiatives that have ostensibly sought to weaken that link. It concludes that more needs to be done if the rhetoric of equity and social justice is to impact upon the reality of contemporary higher education in these two countries.

The paper reviews recent evidence concerning the progess and effects of the currently fashionable "school autonomy" and "parental choice" agendas in contemporary education policy in England and Wales, the USA and New Zealand. School autonomy, as used here, refers to school self-management through some or all aspects of funding and decision-making being devolved from regional and district offices to individual schools. In considering parental choice, the paper is particularly concerned with those policies that claim to enhance opportunities for choice among state schools and those that use public funds to extend choice into the private sector. (DIPF/orig.)