By Geoff Whitty
The actual power of this e-book is Geoff Whitty's take hold of on and insights into the politics of education... he's capable of deliver to endure an authoritative viewpoint that is unmatched within the uk. there's no different present ebook which compares when it comes to the breadth and intensity of this' - Professor Stephen Ball, Institute of schooling, collage of London This booklet goals to make experience of the alterations in schooling coverage during the last decade, utilizing the assets of the sociology and politics of schooling. the writer indicates that wider sociological views can assist us to understand either the boundaries and the chances of academic switch. Geoff Whitty illustrates this via experiences of curriculum innovation, university selection, instructor professionalism and faculty development. He considers how a long way schooling coverage can be utilized to foster social inclusion and social justice and the ebook concludes with an review of recent Labour schooling coverage in those phrases. The e-book offers with schooling coverage in England and Wales, in addition to making comparisons with modern schooling coverage in different nations. This booklet is suitable to scholars of schooling at masters and doctoral degrees, scholars of social coverage, and policy-makers.
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Extra info for Making Sense of Education Policy: Studies in the Sociology and Politics of Education (1-Off)
Example text
Despite this, the classroom practice that we observed seemed to confirm their fear that quality in health education would be defined in relation to subject-specific attainment targets rather than the developmental needs of pupils or the responsibilities of adult life. Ironically, the teacher of the particular science class reported here was a staunch advocate of cross-curricular themes and had a senior responsibility for the implementation of the whole school curriculum policy. He had earlier told us of his fear that the National Curriculum might make it difficult to link science to pupils' experiences and his own practice seemed now to provide evidence to support this thesis.
Towards the end of the project, we conducted a telephone survey followed by fieldwork in six schools that had tried to use such devices. This showed that the actual use of Records of Achievement for reporting achievements in relation to the cross-curricular themes was even more limited than our original survey had suggested. Nevertheless, the findings in those schools that were actually addressing this issue did reinforce the importance of having a message system to provide appropriate recognition and realisation rules for work relating to the themes.
Things can come up, even though what you're doing tends to be very much more structured in some science lessons, there are issues that do intrude and if there's time we can discuss them [our emphasis]. (School C) In a focus-group interview with teachers in another school discussing where themes are taught, a science teacher said of the themes: Not in key stage three, sorry, because you've got the National Curriculum document which you've got to wade through in a pre-set School Knowledge and Social Education 37 time and I mean the Science department as a whole ± I know Rob is responsible for economic awareness ± we've done virtually nothing on that because if you're trying to get over a particular attainment target, and let's say you've allowed yourself one lesson or maybe two lessons to do that, then you want the essential thread to go through.
