Education
Lifelong Learning Policies for Young Adults in Europe
Navigating between Knowledge and Economy
This comprehensive collection discusses topical issues that are essential to both scholarship and policy making in the realm of lifelong learning policies and how far they succeed in supporting young people across their life courses, rather than one-sidedly fostering human capital for the economy.
Resisting Neoliberalism in Education
Local, National and Transnational Perspectives
Neoliberalism is having a detrimental impact on wider social and ethical goals in the field of education. Using an international range of contexts, this book provides practical examples that demonstrate how neoliberalism can be challenged and changed at the local, national and transnational level.
Tea and the Queen?
Fundamental British Values, Schools and Citizenship
Teachers in the UK are now required to promote ‘British values’ in schools to all pupils. This book draws on observations and teachers’ views to discuss issues of citizenship, social class, ethnicity, religion, counter-extremism and community cohesion, and the implications of this policy for teachers, students and society.
The Politics of Scale in Policy
Scalecraft and Education Governance
Drawing on empirical data from the field of education governance, the book traces how scales are crafted and mobilised in policymaking practices, demonstrating that ‘scalecraft’ is key to understanding the production of hegemony.
The End of Aspiration?
Social Mobility and Our Children’s Fading Prospects
Duncan Exley draws on expert research and real life experiences – including from an actor, a politician, a billionaire entrepreneur and a surgeon – to issue a wake-up call to break through segregated opportunity. He offers a manifesto to reboot our prospects and benefit all.
Education and Race from Empire to Brexit
This book offers an historically informed discussion of the failure of the education systems in Britain to counter hostilities towards racial and ethnic minorities and migrants, which have escalated after the vote to leave the European Union, and left schools and universities failing to engage with a multiracial- multicultural society.
English Universities in Crisis
Markets without Competition
Student fees have saddled graduates with enormous debt, satisfaction rates are low, a high proportion of graduates are in non-graduate jobs, and public debt from unpaid loans is rocketing. This timely and challenging analysis gives robust new policy proposals to encourage excellence and ultimately benefit society.
The Politics of Public Education
Reform Ideas and Issues
This book critically examines the key issues facing the public with implications for education policy makers, professionals and researchers, confronting current issues about social justice and segregation. She uses Arendtian ideas to help the reader to ‘think politically’ about education and how public services education can be reimagined.
Who are Universities For?
Re-making Higher Education
Who are universities for? argues for a large-scale shake up of how we organise higher education. It includes radical proposals for reform of the curriculum and how we admit students to higher education. Offering concrete solutions, it provides a way forward for universities to become more responsive to challenges.
Education Policy
Evidence of Equity and Effectiveness
Supported by 20 years of extensive, international research, this approachable text brings invaluable insights into the underlying problems within education policy, and proposes practical solutions for a brighter future.
Supporting Children when Parents Separate
Embedding a Crisis Intervention Approach within Family Justice, Education and Mental Health Policy
A fresh approach to supporting children who experience parental separation and divorce. Murch argues for preventative intervention which responds to children's worries when they first present them, without waiting until things have gone badly wrong.
The Soul of a University
Why Excellence is not Enough
How can we re-establish universities’ social purpose? The solution lies with asking not only ‘what are we good at?’, but also ‘what are we good for?’. Chris Brink shows how universities can – and should - promote positive social change.