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Author: Geoffrey Walford Publisher: Routledge ISBN: 1317337077 Category : Education Languages : en Pages : 129
Book Description
Academies were introduced by Labour in 2000 and first opened their doors in 2002, but during Labour’s time in power the nature of the Academies changed. At first they were designed to replace existing failing schools but, by 2004, the expectation had widened to provide for entirely new schools where there was a demand for new places. From 2010, under the coalition government, two new types of Academy were introduced. While the original Academies were based on the idea of closing poor schools and replacing them by dramatically redesigned and restructured ones, the 2010 Academies Act allowed existing highly successful state-maintained schools to apply to become Academies as well. Further, while Labour had restricted Academy status to secondary schools, the Coalition extended it to primary and special schools. The result is that there has been a dramatic increase in the number and diversity of Academies. In addition to this, the 2010 Act introduced Free Schools, wherein groups of parents, teachers, or other sponsors can apply to start their own state-maintained, but officially ‘independent’, schools. These schools can either be completely new or the result of existing private schools applying to become state-maintained. The results of these changes remain under-researched. This book puts forward new research that examines the history and nature of Academies and Free Schools, the processes by which they have come into existence, and their effects in terms of social justice. The contributors do not all speak with one voice, but rather present a diversity of views on these important topics. Included in the collection are the results of research on pupil outcomes and socio-economic segregation; issues of identity and ethos in church academies; the problems of establishing free schools; the history of policy on Academies; and a comparison between Swedish independent schools and Academies and Free Schools. This book was originally published as a special issue of Research Papers in Education.
Author: Geoffrey Walford Publisher: Routledge ISBN: 1317337077 Category : Education Languages : en Pages : 129
Book Description
Academies were introduced by Labour in 2000 and first opened their doors in 2002, but during Labour’s time in power the nature of the Academies changed. At first they were designed to replace existing failing schools but, by 2004, the expectation had widened to provide for entirely new schools where there was a demand for new places. From 2010, under the coalition government, two new types of Academy were introduced. While the original Academies were based on the idea of closing poor schools and replacing them by dramatically redesigned and restructured ones, the 2010 Academies Act allowed existing highly successful state-maintained schools to apply to become Academies as well. Further, while Labour had restricted Academy status to secondary schools, the Coalition extended it to primary and special schools. The result is that there has been a dramatic increase in the number and diversity of Academies. In addition to this, the 2010 Act introduced Free Schools, wherein groups of parents, teachers, or other sponsors can apply to start their own state-maintained, but officially ‘independent’, schools. These schools can either be completely new or the result of existing private schools applying to become state-maintained. The results of these changes remain under-researched. This book puts forward new research that examines the history and nature of Academies and Free Schools, the processes by which they have come into existence, and their effects in terms of social justice. The contributors do not all speak with one voice, but rather present a diversity of views on these important topics. Included in the collection are the results of research on pupil outcomes and socio-economic segregation; issues of identity and ethos in church academies; the problems of establishing free schools; the history of policy on Academies; and a comparison between Swedish independent schools and Academies and Free Schools. This book was originally published as a special issue of Research Papers in Education.
Author: Emma Smith Publisher: SAGE ISBN: 1446258777 Category : Education Languages : en Pages : 177
Book Description
′This excellent book considers the extent to which policy and practice, particularly in the UK, have led to a more equitable education system and ultimately to a fairer society. The ideas and arguments are extremely accessible, wide-ranging and well-informed. A welcome addition to the reading list and one that I can highly recommend′ - Jane Bates, Programme Leader fo Education Studies, Manchester Metropolitan Univeristy Inequalities can be experienced in different forms, from birth to school experiences to the many different modes of learning as we grow up. This book focuses on educational experience as a lifelong and society-wide issue. The author draws on research, policy and contemporary thinking in the field to provide a comprehensive guide to the educational inequalities that may exist and persist throughout an individual′s educational course. Providing an international perspective on different ethnic, gender and social groups, the book covers a broad range of issues, including: - theoretical, policy and research developments in the area - inequalities that may exist during the years of schooling - government policy - beyond the school classroom This book is essential reading for undergraduate students on Education-Studies programmes. It is also useful for students on Masters and Initial Teacher Education programmes. Emma Smith is Reader in Education at the University of Birmingham
Author: Amanda Keddie Publisher: Routledge ISBN: 1351591096 Category : Education Languages : en Pages : 155
Book Description
Autonomy, Accountability and Social Justice provides an account of recent developments in English state education, with a particular focus on the ‘academisation’ of schooling. It examines how head teachers, teachers and others working in diverse education settings navigate the current policy environment. The authors provide readers with insight into the complex decision-making processes that shape school responses to current educational agendas and examine the social justice implications of these responses. The book draws on Nancy Fraser’s social justice framework and her theorising of neoliberalism to explore current tensions associated with moves towards both greater autonomy for and accountability of state schooling. These tensions are presented through four case studies that centre upon 1) a group of local authority primary schools, 2) an academy ‘chain’, 3) a co-operative secondary school and 4) an alternative education setting. The book identifies the ‘emancipatory’ possibilities of these approaches amid the complex demands of autonomy and accountability seizing English schools. Informed by a consideration of market parameters and social protectionist ideals, this examination provides rich insights into how English schools have emancipatory capacity. Autonomy, Accountability and Social Justice makes a major theoretical contribution to understandings of how the market is working alongside the regulation of schooling and the implications of this for social justice. By drawing on the experiences of those working in schools, it demonstrates that the tensions associated with autonomy and accountability within the current education policy environment can be both productive and unproductive for social justice.
Author: Adrian Hilton Publisher: Routledge ISBN: 0429889429 Category : Education Languages : en Pages : 256
Book Description
Academies and Free Schools in England argues that there is a high degree of philosophical consensus and historical continuity on the policy of ‘academisation’ across the main political parties in England. It attempts to make sense of what are all essentially free schools by interviewing the architects of policy and their closest advisors, analysing the extent to which they invoke historical expressions of conservatism and/or liberalism in their articulation of that convergence. The book offers a unique insight into educational policy-making during the Conservative/Liberal-Democrat coalition era (2010-2015), and an in-depth analysis of the nature of liberty as it relates to state education in England. Providing original interview transcripts of the key reformers, and new accounts of a sometimes contentious history, Hilton identifies an elite ‘policy community’, connected by educational background, moral-religious frameworks, life experiences and shared networks of common ideology. Academies and Free Schools in England will be vital reading to academics and researchers in the field of education and education policy. It will also be of great interest to school governors, business leaders, political philosophers and those involved and interested in free schools.
Author: Kronick, Robert F. Publisher: IGI Global ISBN: 1799802825 Category : Education Languages : en Pages : 328
Book Description
University involvement within their communities and the promotion of engaged scholarship is essential for the success of the learning institution as well as for providing students with opportunities to interact with various leadership roles and hands-on interactions with the communities themselves. Community schools employ strategic partnerships to expand the boundaries of school improvements and to increase the direct benefits gained by the community. Emerging Perspectives on Community Schools and the Engaged University is an essential research publication that explores the importance of civic engagement in various school settings, but especially in higher education settings. Featuring a wide range of topics such as service learning, charter schools, and democracy, this book is ideal for community organizers, superintendents, directors, provosts, chancellors, education practitioners, academicians, administrators, researchers, and education policymakers.
Author: Linda Darling-Hammond Publisher: ISBN: 9780807742082 Category : Education Languages : en Pages : 224
Book Description
In this book, a group of student teachers share their candid questions, concerns, dilemmas, and lessons learned about how to teach for social justice and social change. This text provides powerful examples of how they integrated diversity within a teacher education program--an excellent model for educators who are seeking ways to transform their teacher education programs to better prepare teachers to work effectively in multicultural classrooms.
Author: Jeffrey S. Brooks Publisher: IAP ISBN: 1648022219 Category : Education Languages : en Pages : 560
Book Description
The School Leadership Survival Guide: What to Do When Things Go Wrong, How to Learn from Mistakes, and Why You Should Prepare for the Worst is intended as an uncommon guide for school leaders and a resource they can turn to when confronted with issues they might not normally face in typical practice. The book serves as a bridge between research and day-to-day school leadership, and is intended to help leaders and school communities improve in areas they routinely avoid. In this sense, the book is meant as a “go to” resource for principals, those who train and teach them, and scholars. Although authors recognize the complexity of issues raised in the book, each chapter has a “How to” “What to do” or “Why You Should” ethos in order to give the book a unifying structure and help provide a practical translation of research and theory into practice. Some of the issues addressed include: How to elevate student voice; How to navigate religious conflict in the school and community; How to improve support for LGBTIQ students; Why You Should develop a natural disaster plan; How to work against racism in the school and community; How to practice inclusion in the school; How to make a vision and mission come to life; How to manage relationships with difficult people; What to do when there is racial tension in the community; How to learn the history of your school and community—and why that matters; How to guide and support a leadership team, and; What to do in a school with low trust.
Author: Willie Pearson Jr. Publisher: Springer Nature ISBN: 3030654176 Category : Business & Economics Languages : en Pages : 417
Book Description
The world is not an equal place. There are high- and low-income countries and high- and low-income households. For each group, there are differential educational opportunities, leading to differential educational outcomes and differential labor market opportunities. This pattern often reproduces the privileges and inequalities of groups in a society. This book explores this differentiation in education from a social justice lens. Comparing the United States and South Africa, this book analyzes each country’s developmental thinking on education, from human capital and human rights approaches, in both primary and higher education. The enclosed contributions draw from different disciplines including legal studies, sociology, psychology, computer science and public policy.
Author: Laura Chapman Publisher: A&C Black ISBN: 1855394693 Category : Education Languages : en Pages : 177
Book Description
The disparity between excellence and equity is a key issue for education policy and practice. This book is an argument for equity and inclusion in education, based on a model of social justice which is grounded in relationships and learning rather than policies and structures. Countries that combine excellence with equity, where young people experience high levels of wellbeing, tend to be societies with a commitment to social justice, equity and inclusion. There is an increasing recognition that long term educational and social reforms have to focus on issues around social justice if they are to be more than palliative responses. Education for Social Justice looks at the role of relationships on many levels: personal meaning, group or team interaction, the school structure and culture, and cross agency and community involvement and development. The aim of this book is to find a paradigm that can be used to achieve greater social fairness, by finding individual/local solutions still in line with national policies and strategies.
Author: Richard Niesche Publisher: Routledge ISBN: 1317816749 Category : Education Languages : en Pages : 172
Book Description
Issues of social justice and equity in the field of educational leadership have become more salient in recent years. The unprecedented diversity, uncertainty and rapid social change of the contemporary global era are generating new and unfamiliar equity questions and challenges for schools and their leaders. In order to understand the moral and ethical complexity of work undertaken in the name of social justice and equity in diverse contexts, this book uses a range of different theoretical tools from the work of Michel Foucault. Rather than a prescriptive, best practice approach to leadership and social justice, this book draws on Foucault’s four-fold ethical framework, and specifically, the notions of advocacy, truth-telling and counter-conduct to critically examine the leadership work undertaken in case studies in schools in Australia and England. Our approach makes transparent the ethical work that leaders in these contexts conduct on themselves towards creating schools that can address the equity challenges of the present climate. It illuminates and enables critical analysis of the moral imperatives shaping the equity work of school leaders and, in particular, the possibilities for transformative leadership that can work to create schools and school systems that are more socially just. Overall, the book’s key aims are to: Provide an innovative and comprehensive theorising of leadership for social justice in contemporary times; Explicate the utility of key elements of Foucault’s theorising of the ethical self to the domain of educational leadership; and Provide significant practical insight into the social justice possibilities of school leadership in contemporary times through two in depth case studies
Author: Geoffrey Walford
Author: Geoffrey Walford
Author: Emma Smith
Author: Amanda Keddie
Author: Adrian Hilton
Author: Kronick, Robert F.
Author: Linda Darling-Hammond
Author: Jeffrey S. Brooks
Author: Willie Pearson Jr.
Author: Laura Chapman
Author: Richard Niesche