Gerald Grace
Biographic Data
| ID | 5238980 |
|---|---|
| NAME | Gerald Grace |
| GIVEN NAMES | Gerald |
| FAMILY NAME | Grace |
| SIGNATURE | GRACE G |
| AFFILIATIONS | Centre for Research and Development in Catholic Education, St. Mary’s Catholic University, London, UK |
| VERIFIED | No |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 78 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1974 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 6 |
Taking religions seriously in the sociology of education: Going beyond the secular paradigm
Valuable developments in the Sociology of Education over the last 40 years have involved the widening and deepening of analytical perspectives to include not only class-based research in education but also the complex interactions of class, race and gender in all educational, social, economic and political contexts. From a sociology of knowledge perspective the field has become historically more mature and multi-dimensional in its research and a…
Religion in the primary school: Ethos, diversity, citizenship
Hemming has written a very good and thought-provoking book on religion in primary schools in the north of England. His ethnography compares a community primary school (Rainbow Hill) and a Catholic
Education and poverty in affluent countries
edited by Carlo Raffo, Alan Dyson, Helen Gunter, Dave Hall, Lisa Jones and Afroditi Kalambouka, New York/London, Routledge, 2010, XV+ 253 pp., £75 (hardback), ISBN 0-415-99880-8 The study of the lo
Changes in the classification and framing of education in Britain, 1950s to 2000s: An interpretive essay after Bernstein
Using the concepts of classification and framing and other relevant writings by Basil Bernstein, an attempt will be made to construct a theorised account of changes in the socio‐political context of education in Britain; of the mode of governance in education and of the constructs and practice of educational leadership from the 1950s to the present day. These changes will be examined in three political‐ideological periods in British educational h…
Intelligence, Destiny and Education: The Ideological Roots of Intelligence Testing by John White
Intelligence, Destiny and Education: the Ideological Roots of Intelligence Testing by John White. By John White. Pp. 172. London and New York: Routledge. 2006. £21.99 (pbk), £70.00 (hbk). ISBN 0-415-39493-7 (pbk) 0-415-36892-8 (hbk)
In Good Faith: Schools, religion and public funding
In Good Faith: schools, religion and public funding, MARIE PARKER-JENKINS, DIMITRI HARTAS & BARRIE IRVING, 2005 Aldershot: Ashgate, 254 pp., ISBN 0 7546 3351 9 £16.99(pb), 0 7546 3350 0 £55 (hb)
Making Connections for Future Directions: Taking religion seriously in the sociology of education
This article argues that a problem for the contemporary sociology of education is that it has operated within a 'secularisation of consciousness paradigm'. This has limited both the depth and the scope of its intellectual enquiries. Sociological analysis which elides a religious dimension not only presents an over-simplified view of social relations in 'the Modern West', but it also fails to make an authentic engagement with many socio-cultural a…
Educational Studies And Faith-Based Schooling: Moving From Prejudice To Evidence-Based Argument
Much of the political and public debate about faith-based schooling is conducted at the level of generalised assertion and counter-assertion, with little reference to educational scholarship or research. There is a tendency in these debates to draw upon historical images of faith schooling (idealised and critical); to use ideological advocacy (both for and against) and to deploy strong claims about the effects of faith-based schooling upon person…
First and foremost the church Offers Its educational service to the poor: Class, inequality and Catholic schooling in contemporary contexts
This article is based upon the assumption that a comprehensive construct of sociological enquiry in education must include engagement with specific faith-based educational systems in various settings. The analysis presented here attempts to advance that process of engagement by examining, both theoretically and empirically, the role of contemporary Catholic schooling and its relations with class, inequality and social reproduction from an interna…
Catholic Schools: Mission, Markets, and Morality
In this ground-breaking book, Gerald Grace addresses the dilemmas facing Catholic education in an increasingly secular and consumer-driven culture. The book combines an original theoretical framework with research drawn from interviews with sixty Catholic secondary head teachers from deprived urban areas. Issues discussed include: *Catholic meanings of academic success*tensions between market values and Catholic values*threats to the mission inte…
Contemporary School Leadership: Reflections on Morrison
Research and the Challenges of Contemporary School Leadership: The Contribution of Critical Scholarship
There is a widespread policy assumption that school leaders such as headteachers and governors need to have 'raining courses' which are constituted by a growing corpus of Education Management Studies (EMS) if they are to achieve successfully current schooling goals of 'effectiveness', 'quality', 'excellence' and 'value for money' Another body of work which attempts to address these issues in a wider cultural framework and which may be called Crit…
Women Teachers as Organic Intellectuals
I Answer with My Life: life histories of women teachers working for social change Kathleen Casey, 1993 New York, Routledge xvi + 196 pp
On the study of school leadership: Beyond education management
The study of school leadership is in danger of being reduced to a set of technical and management considerations. School leadership is not simply about management. It is about moral values, educational values and professional principles. There is an urgent need to place the study of school leadership in broader social, cultural, political and historical contexts in particular societies. This paper attempts to do this in relation to English school…
Emerging as a Teacher
Welfare Labourism versus the New Right: The struggle in New Zealand's education policy
New Zealand's radical education reforms (1987‐1990) provide a valuable case study for the examination of the politics, ideology and process of educational change. This paper examines the strategy of New Right agencies in attacking the established education settlement which embodies principles of Welfare Labourism. The crucial role of the New Zealand Treasury and of other agencies in bringing this settlement to crisis in the 1980s is analysed and …
Beyond the Stable State
Education: Commodity or Public Good
Education: Commodity or public good? 1
(1989). Education: Commodity or public good? British Journal of Educational Studies: Vol. 37, No. 3, pp. 207-221
Extended Review
Judging Teachers: The social and political contexts of teacher evaluation
This paper argues that the assessment and evaluation of teachers in slate provided schooling in Britain has never been simply a matter of technical competence. Judging teachers has always involved social, ideological and political considerations which have varied in different historical periods. An analysis is made of attempts to apply principles and procedures of assessment especially to teachers in urban working class schools. It is shown that …
Education and the City: Theory, History, and Contemporary Practice
Education and the City: Theory, History and Contemporary Practice
Graduates: The Sociology of an Elite
Approaches to Sociology: An Introduction to Major Trends in British Sociology
In Good Faith: Schools, religion and public funding
In Good Faith: schools, religion and public funding, MARIE PARKER-JENKINS, DIMITRI HARTAS & BARRIE IRVING, 2005 Aldershot: Ashgate, 254 pp., ISBN 0 7546 3351 9 £16.99(pb), 0 7546 3350 0 £55 (hb)
Welfare Labourism versus the New Right: The struggle in New Zealand's education policy
New Zealand's radical education reforms (1987‐1990) provide a valuable case study for the examination of the politics, ideology and process of educational change. This paper examines the strategy of New Right agencies in attacking the established education settlement which embodies principles of Welfare Labourism. The crucial role of the New Zealand Treasury and of other agencies in bringing this settlement to crisis in the 1980s is analysed and …
Judging Teachers: The social and political contexts of teacher evaluation
This paper argues that the assessment and evaluation of teachers in slate provided schooling in Britain has never been simply a matter of technical competence. Judging teachers has always involved social, ideological and political considerations which have varied in different historical periods. An analysis is made of attempts to apply principles and procedures of assessment especially to teachers in urban working class schools. It is shown that …
Approaches to Sociology: An Introduction to Major Trends in British Sociology
Education: Commodity or public good? 1
(1989). Education: Commodity or public good? British Journal of Educational Studies: Vol. 37, No. 3, pp. 207-221
Making Connections for Future Directions: Taking religion seriously in the sociology of education
This article argues that a problem for the contemporary sociology of education is that it has operated within a 'secularisation of consciousness paradigm'. This has limited both the depth and the scope of its intellectual enquiries. Sociological analysis which elides a religious dimension not only presents an over-simplified view of social relations in 'the Modern West', but it also fails to make an authentic engagement with many socio-cultural a…
Research and the Challenges of Contemporary School Leadership: The Contribution of Critical Scholarship
There is a widespread policy assumption that school leaders such as headteachers and governors need to have 'raining courses' which are constituted by a growing corpus of Education Management Studies (EMS) if they are to achieve successfully current schooling goals of 'effectiveness', 'quality', 'excellence' and 'value for money' Another body of work which attempts to address these issues in a wider cultural framework and which may be called Crit…
First and foremost the church Offers Its educational service to the poor: Class, inequality and Catholic schooling in contemporary contexts
This article is based upon the assumption that a comprehensive construct of sociological enquiry in education must include engagement with specific faith-based educational systems in various settings. The analysis presented here attempts to advance that process of engagement by examining, both theoretically and empirically, the role of contemporary Catholic schooling and its relations with class, inequality and social reproduction from an interna…
Changes in the classification and framing of education in Britain, 1950s to 2000s: An interpretive essay after Bernstein
Using the concepts of classification and framing and other relevant writings by Basil Bernstein, an attempt will be made to construct a theorised account of changes in the socio‐political context of education in Britain; of the mode of governance in education and of the constructs and practice of educational leadership from the 1950s to the present day. These changes will be examined in three political‐ideological periods in British educational h…
Taking religions seriously in the sociology of education: Going beyond the secular paradigm
Valuable developments in the Sociology of Education over the last 40 years have involved the widening and deepening of analytical perspectives to include not only class-based research in education but also the complex interactions of class, race and gender in all educational, social, economic and political contexts. From a sociology of knowledge perspective the field has become historically more mature and multi-dimensional in its research and a…
Education and poverty in affluent countries
edited by Carlo Raffo, Alan Dyson, Helen Gunter, Dave Hall, Lisa Jones and Afroditi Kalambouka, New York/London, Routledge, 2010, XV+ 253 pp., £75 (hardback), ISBN 0-415-99880-8 The study of the lo
Education: Commodity or Public Good
Cities, Communities and the Young
Graduates: The Sociology of an Elite
Approaches to Sociology: An Introduction to Major Trends in British Sociology
Judging Teachers: The social and political contexts of teacher evaluation
This paper argues that the assessment and evaluation of teachers in slate provided schooling in Britain has never been simply a matter of technical competence. Judging teachers has always involved social, ideological and political considerations which have varied in different historical periods. An analysis is made of attempts to apply principles and procedures of assessment especially to teachers in urban working class schools. It is shown that …
Education and the City: Theory, History, and Contemporary Practice
Education and the City: Theory, History and Contemporary Practice
Extended Review
Beyond the Stable State
Education: Commodity or Public Good
Education: Commodity or public good? 1
(1989). Education: Commodity or public good? British Journal of Educational Studies: Vol. 37, No. 3, pp. 207-221
Welfare Labourism versus the New Right: The struggle in New Zealand's education policy
New Zealand's radical education reforms (1987‐1990) provide a valuable case study for the examination of the politics, ideology and process of educational change. This paper examines the strategy of New Right agencies in attacking the established education settlement which embodies principles of Welfare Labourism. The crucial role of the New Zealand Treasury and of other agencies in bringing this settlement to crisis in the 1980s is analysed and …
Emerging as a Teacher
On the study of school leadership: Beyond education management
The study of school leadership is in danger of being reduced to a set of technical and management considerations. School leadership is not simply about management. It is about moral values, educational values and professional principles. There is an urgent need to place the study of school leadership in broader social, cultural, political and historical contexts in particular societies. This paper attempts to do this in relation to English school…
Women Teachers as Organic Intellectuals
I Answer with My Life: life histories of women teachers working for social change Kathleen Casey, 1993 New York, Routledge xvi + 196 pp
Research and the Challenges of Contemporary School Leadership: The Contribution of Critical Scholarship
There is a widespread policy assumption that school leaders such as headteachers and governors need to have 'raining courses' which are constituted by a growing corpus of Education Management Studies (EMS) if they are to achieve successfully current schooling goals of 'effectiveness', 'quality', 'excellence' and 'value for money' Another body of work which attempts to address these issues in a wider cultural framework and which may be called Crit…
Contemporary School Leadership: Reflections on Morrison
Catholic Schools: Mission, Markets, and Morality
In this ground-breaking book, Gerald Grace addresses the dilemmas facing Catholic education in an increasingly secular and consumer-driven culture. The book combines an original theoretical framework with research drawn from interviews with sixty Catholic secondary head teachers from deprived urban areas. Issues discussed include: *Catholic meanings of academic success*tensions between market values and Catholic values*threats to the mission inte…
Educational Studies And Faith-Based Schooling: Moving From Prejudice To Evidence-Based Argument
Much of the political and public debate about faith-based schooling is conducted at the level of generalised assertion and counter-assertion, with little reference to educational scholarship or research. There is a tendency in these debates to draw upon historical images of faith schooling (idealised and critical); to use ideological advocacy (both for and against) and to deploy strong claims about the effects of faith-based schooling upon person…
First and foremost the church Offers Its educational service to the poor: Class, inequality and Catholic schooling in contemporary contexts
This article is based upon the assumption that a comprehensive construct of sociological enquiry in education must include engagement with specific faith-based educational systems in various settings. The analysis presented here attempts to advance that process of engagement by examining, both theoretically and empirically, the role of contemporary Catholic schooling and its relations with class, inequality and social reproduction from an interna…
Making Connections for Future Directions: Taking religion seriously in the sociology of education
This article argues that a problem for the contemporary sociology of education is that it has operated within a 'secularisation of consciousness paradigm'. This has limited both the depth and the scope of its intellectual enquiries. Sociological analysis which elides a religious dimension not only presents an over-simplified view of social relations in 'the Modern West', but it also fails to make an authentic engagement with many socio-cultural a…
In Good Faith: Schools, religion and public funding
In Good Faith: schools, religion and public funding, MARIE PARKER-JENKINS, DIMITRI HARTAS & BARRIE IRVING, 2005 Aldershot: Ashgate, 254 pp., ISBN 0 7546 3351 9 £16.99(pb), 0 7546 3350 0 £55 (hb)
Intelligence, Destiny and Education: The Ideological Roots of Intelligence Testing by John White
Intelligence, Destiny and Education: the Ideological Roots of Intelligence Testing by John White. By John White. Pp. 172. London and New York: Routledge. 2006. £21.99 (pbk), £70.00 (hbk). ISBN 0-415-39493-7 (pbk) 0-415-36892-8 (hbk)
Changes in the classification and framing of education in Britain, 1950s to 2000s: An interpretive essay after Bernstein
Using the concepts of classification and framing and other relevant writings by Basil Bernstein, an attempt will be made to construct a theorised account of changes in the socio‐political context of education in Britain; of the mode of governance in education and of the constructs and practice of educational leadership from the 1950s to the present day. These changes will be examined in three political‐ideological periods in British educational h…
Education and poverty in affluent countries
edited by Carlo Raffo, Alan Dyson, Helen Gunter, Dave Hall, Lisa Jones and Afroditi Kalambouka, New York/London, Routledge, 2010, XV+ 253 pp., £75 (hardback), ISBN 0-415-99880-8 The study of the lo
Religion in the primary school: Ethos, diversity, citizenship
Hemming has written a very good and thought-provoking book on religion in primary schools in the north of England. His ethnography compares a community primary school (Rainbow Hill) and a Catholic
Sociology (22 works) · Political science (17 works) · Law (14 works) · Social science (12 works) · Epistemology (10 works) · Politics (10 works) · Diverse Education Studies and Reforms (9 works) · Pedagogy (9 works) · Religious Education and Schools (9 works) · Law (8 works)