Martin Thrupp
Biographic Data
| ID | 768821 |
|---|---|
| NAME | Martin Thrupp |
| GIVEN NAMES | Martin |
| FAMILY NAME | Thrupp |
| SIGNATURE | THRUPP M |
| AFFILIATIONS | University of Waikato |
| ORCID | 0000-0002-2702-6281 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 136 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 7 |
Business as the new doxa in education? An analysis of edu-business events in Finland
The trend towards seeing education as a commodity and part of a global industry has transformed the field of education. We argue that these transformations are reducing the autonomy of the field of education as it has incorporated business rhetoric, logic and practice. We examine this through an analysis of discursive formations manifested in two major international edu-business events in Finland – Dare to Learn and XcitED. The performativity exi…
Conceptualizing Socialization, Qualification, and Subjectification as Purposes of Education
The authors of this paper explore Gert Biesta's theorization of three domains of purpose of education: socialization, qualification, and subjectification. The aim is to study the interrelations of the domains and to develop further the theoretical discussion concerning schools' purpose for both individuals and society. Outlining the relationships of the domains of purpose allows one to see how the societal purpose of education is realized in the …
Private actors in New Zealand schooling
This article sets out to demonstrate the considerable extent to which the New Zealand school system has become saturated by private interests, and to explain this development over time. It is the first such overview of the privatisation of schooling in the New Zealand context. The analysis illustrates that the rise of private actors has involved some long-term factors such as demographic and cultural features of New Zealand society as well as mar…
Headteachers’ readings of and responses to disadvantaged contexts
Existing research demonstrates the impact of context on school organisation and management, curriculum and pedagogy and on student peer relations. New developments in English education policy will devolve more responsibility for dealing with these issues to headteachers. Headteachers' readings of their contexts and the responses that they make are thus of increasing interest. This paper draws on interviews with eight headteachers of less advantag…
Schooling in disadvantaged communities. Playing the game from the back of the field
by C. Mills and T. Gale, Dordrecht, Springer, 2010, 136 pp., €99.95, ISBN 978-90-481-3343-7 This book is about a study of schooling in a very disadvantaged community and about what agency there is
Variations on a middle class theme
Multiple contexts interact to position any school on a spectrum from cumulatively advantaged to cumulatively disadvantaged. This article discusses a study of the contextual advantages and disadvantages experienced by primary schools in the south east of England, concentrating especially on schools in the least deprived 5% of schools nationally. The research highlights the central influence of advantaged socioeconomic contexts on day‐to‐day school…
The globalisation of school choice
This article reviews the book “The globalisation of school choice?” edited by Martin Forsey, Scott Davies and Geoffrey Walford
Hidden markets
by Patricia Burch, New York, Routledge, 2009, 181 pp., £24.99 (paperback), ISBN 9‐78‐041595‐567‐6 Reviewed by Stephen J. Ball, Martin Thrupp and Martin Forsey Privatization is a key feature of glob
Special Educational Needs
The paper examines variations in the extent of special education needs (SEN) in different socio-economic contexts, drawing on data from 46 English primary schools. It examines the implications of variations in SEN for individual pupils and for school organisation and processes. It reviews funding allocations for SEN and what they mean for the provision of support in different settings
School Admissions and the Segregation of School Intakes in New Zealand Cities
Although small, New Zealand is a useful comparative case for studying changing school admissions policies and their impact in urban areas. This article reviews New Zealand's admissions policies and their impact over three periods: the post-war social-democratic period, the 1990s when quasi-market policies were embraced in New Zealand; and the period since 2000 when the present Labour government reintroduced school admissions by residential zoning…
Taking School Contexts More Seriously
Research is increasingly highlighting the influence of school contexts on school processes and student achievement. This article reviews a range of social justice rationales for taking school contexts into better account, and highlights the challenges contextualisation currently poses for practice and for policy. It notes important constraints on contextualised practice and limited developments in contextualising policy. There is now increasing c…
Introduction
School composition and peer effects
Education Policy and Social Change
Making the Difference
Making the Difference (Connell et al., 1982 ), a sociological study of Australian families and schools, generated considerable interest and some controversy when it was published in 1982. This essay revisits the way the book was reviewed at the time and considers its contribution two decades later. In the 1980s it provided a substantial account of the relevance and limitations of reproduction theory to Australian education and it was also seen in…
Education policy and social class in England and New Zealand
This article explores the ‘middle-class pressure thesis’, the extent to which recent education policy in England under New Labour may be shaped by the need to respond to an increasingly large and anxious middle class. It discusses why the intensification of middle-class pressure on education policy in England could be expected and outlines how New Labour's education policies can be seen as a response to that pressure. In the latter part of the ar…
Recent School Effectiveness Counter‐critiques
As part of continuing debate over school effectiveness research (SER), this article examines the recent responses of several school effectiveness researchers to the concerns of their critics. Issues examined include the complexity of the debate over SER, the value of pragmatism, the impact of social class, the significance of methodological problems, the value of current attempts to theorise SER, the relationship of SER to educational politics an…
Recent School Effectiveness Counter-critiques
School-level Education Policy under New Labour and New Zealand Labour
This article compares the school-level education policies of the Labour-led coalition government elected in New Zealand in late 1999 with those of New Labour in England. It illustrates that the policies being introduced by the Labour coalition have been generally less managerial and market-oriented than New Labour's even though neo-liberal pressures are likely to constrain what appears to be a shift to the left in New Zealand. The difference betw…
Exploring the Politics of Blame
This article examines how New Zealand's Education Review Office (ERO) and England's Office for Standards in Education (OFSTED) attempt to construct school failure as the clear responsibility of schools in order to gain ideological power as agents of accountability. These 'politics of blame' are contested in both settings by an alternative 'contextual' claim which seeks to take account of broader social and political constraints on schools. It is …
The art of the possible
The extent to which school mix ‐‐ the social class composition of schools ‐‐ influences school processes and student achievement has long been a matter of dispute. Drawing on a comparative ethnography of four New Zealand secondary schools, this article suggests that school mix probably does impact on school organizational and management processes so as to drag down the academic effectiveness of schools in low socioeconomic settings and boost effe…
Choice, competition and segregation
The impact of the marketization of education on choice and school intakes in ‘Greencity’, New Zealand is examined. We report a study of a ‘lived’ market, drawing on both qualitative analyses of the enrolment patterns of almost 9000 secondary school students as well as interviews with school principals. The removal of zoning in Greencity provided more choice only to a small group of families. By enlarging the already sizeable group of higher socio…
The School Mix Effect
The contextual effect of the social class mix of a school's intake has been identified in several recent studies as having an important influence on individual academic performance, particularly for working class students. However the effect, if genuine, is poorly understood. This paper reviews the history of research into this concept since the sixties, examining how political, ideological and methodological considerations have influenced resear…
Taking School Contexts More Seriously
Research is increasingly highlighting the influence of school contexts on school processes and student achievement. This article reviews a range of social justice rationales for taking school contexts into better account, and highlights the challenges contextualisation currently poses for practice and for policy. It notes important constraints on contextualised practice and limited developments in contextualising policy. There is now increasing c…
Choice, competition and segregation
The impact of the marketization of education on choice and school intakes in ‘Greencity’, New Zealand is examined. We report a study of a ‘lived’ market, drawing on both qualitative analyses of the enrolment patterns of almost 9000 secondary school students as well as interviews with school principals. The removal of zoning in Greencity provided more choice only to a small group of families. By enlarging the already sizeable group of higher socio…
The School Mix Effect
The contextual effect of the social class mix of a school's intake has been identified in several recent studies as having an important influence on individual academic performance, particularly for working class students. However the effect, if genuine, is poorly understood. This paper reviews the history of research into this concept since the sixties, examining how political, ideological and methodological considerations have influenced resear…
Exploring the Politics of Blame
This article examines how New Zealand's Education Review Office (ERO) and England's Office for Standards in Education (OFSTED) attempt to construct school failure as the clear responsibility of schools in order to gain ideological power as agents of accountability. These 'politics of blame' are contested in both settings by an alternative 'contextual' claim which seeks to take account of broader social and political constraints on schools. It is …
School Admissions and the Segregation of School Intakes in New Zealand Cities
Although small, New Zealand is a useful comparative case for studying changing school admissions policies and their impact in urban areas. This article reviews New Zealand's admissions policies and their impact over three periods: the post-war social-democratic period, the 1990s when quasi-market policies were embraced in New Zealand; and the period since 2000 when the present Labour government reintroduced school admissions by residential zoning…
School-level Education Policy under New Labour and New Zealand Labour
This article compares the school-level education policies of the Labour-led coalition government elected in New Zealand in late 1999 with those of New Labour in England. It illustrates that the policies being introduced by the Labour coalition have been generally less managerial and market-oriented than New Labour's even though neo-liberal pressures are likely to constrain what appears to be a shift to the left in New Zealand. The difference betw…
Education policy and social class in England and New Zealand
This article explores the ‘middle-class pressure thesis’, the extent to which recent education policy in England under New Labour may be shaped by the need to respond to an increasingly large and anxious middle class. It discusses why the intensification of middle-class pressure on education policy in England could be expected and outlines how New Labour's education policies can be seen as a response to that pressure. In the latter part of the ar…
Recent School Effectiveness Counter‐critiques
As part of continuing debate over school effectiveness research (SER), this article examines the recent responses of several school effectiveness researchers to the concerns of their critics. Issues examined include the complexity of the debate over SER, the value of pragmatism, the impact of social class, the significance of methodological problems, the value of current attempts to theorise SER, the relationship of SER to educational politics an…
Introduction
The art of the possible
The extent to which school mix ‐‐ the social class composition of schools ‐‐ influences school processes and student achievement has long been a matter of dispute. Drawing on a comparative ethnography of four New Zealand secondary schools, this article suggests that school mix probably does impact on school organizational and management processes so as to drag down the academic effectiveness of schools in low socioeconomic settings and boost effe…
Headteachers’ readings of and responses to disadvantaged contexts
Existing research demonstrates the impact of context on school organisation and management, curriculum and pedagogy and on student peer relations. New developments in English education policy will devolve more responsibility for dealing with these issues to headteachers. Headteachers' readings of their contexts and the responses that they make are thus of increasing interest. This paper draws on interviews with eight headteachers of less advantag…
Variations on a middle class theme
Multiple contexts interact to position any school on a spectrum from cumulatively advantaged to cumulatively disadvantaged. This article discusses a study of the contextual advantages and disadvantages experienced by primary schools in the south east of England, concentrating especially on schools in the least deprived 5% of schools nationally. The research highlights the central influence of advantaged socioeconomic contexts on day‐to‐day school…
Special Educational Needs
The paper examines variations in the extent of special education needs (SEN) in different socio-economic contexts, drawing on data from 46 English primary schools. It examines the implications of variations in SEN for individual pupils and for school organisation and processes. It reviews funding allocations for SEN and what they mean for the provision of support in different settings
Private actors in New Zealand schooling
This article sets out to demonstrate the considerable extent to which the New Zealand school system has become saturated by private interests, and to explain this development over time. It is the first such overview of the privatisation of schooling in the New Zealand context. The analysis illustrates that the rise of private actors has involved some long-term factors such as demographic and cultural features of New Zealand society as well as mar…
Hidden markets
by Patricia Burch, New York, Routledge, 2009, 181 pp., £24.99 (paperback), ISBN 9‐78‐041595‐567‐6 Reviewed by Stephen J. Ball, Martin Thrupp and Martin Forsey Privatization is a key feature of glob
Choice, competition and segregation
The impact of the marketization of education on choice and school intakes in ‘Greencity’, New Zealand is examined. We report a study of a ‘lived’ market, drawing on both qualitative analyses of the enrolment patterns of almost 9000 secondary school students as well as interviews with school principals. The removal of zoning in Greencity provided more choice only to a small group of families. By enlarging the already sizeable group of higher socio…
The School Mix Effect
The contextual effect of the social class mix of a school's intake has been identified in several recent studies as having an important influence on individual academic performance, particularly for working class students. However the effect, if genuine, is poorly understood. This paper reviews the history of research into this concept since the sixties, examining how political, ideological and methodological considerations have influenced resear…
Exploring the Politics of Blame
This article examines how New Zealand's Education Review Office (ERO) and England's Office for Standards in Education (OFSTED) attempt to construct school failure as the clear responsibility of schools in order to gain ideological power as agents of accountability. These 'politics of blame' are contested in both settings by an alternative 'contextual' claim which seeks to take account of broader social and political constraints on schools. It is …
The art of the possible
The extent to which school mix ‐‐ the social class composition of schools ‐‐ influences school processes and student achievement has long been a matter of dispute. Drawing on a comparative ethnography of four New Zealand secondary schools, this article suggests that school mix probably does impact on school organizational and management processes so as to drag down the academic effectiveness of schools in low socioeconomic settings and boost effe…
Education policy and social class in England and New Zealand
This article explores the ‘middle-class pressure thesis’, the extent to which recent education policy in England under New Labour may be shaped by the need to respond to an increasingly large and anxious middle class. It discusses why the intensification of middle-class pressure on education policy in England could be expected and outlines how New Labour's education policies can be seen as a response to that pressure. In the latter part of the ar…
Recent School Effectiveness Counter‐critiques
As part of continuing debate over school effectiveness research (SER), this article examines the recent responses of several school effectiveness researchers to the concerns of their critics. Issues examined include the complexity of the debate over SER, the value of pragmatism, the impact of social class, the significance of methodological problems, the value of current attempts to theorise SER, the relationship of SER to educational politics an…
Recent School Effectiveness Counter-critiques
School-level Education Policy under New Labour and New Zealand Labour
This article compares the school-level education policies of the Labour-led coalition government elected in New Zealand in late 1999 with those of New Labour in England. It illustrates that the policies being introduced by the Labour coalition have been generally less managerial and market-oriented than New Labour's even though neo-liberal pressures are likely to constrain what appears to be a shift to the left in New Zealand. The difference betw…
School composition and peer effects
Education Policy and Social Change
Making the Difference
Making the Difference (Connell et al., 1982 ), a sociological study of Australian families and schools, generated considerable interest and some controversy when it was published in 1982. This essay revisits the way the book was reviewed at the time and considers its contribution two decades later. In the 1980s it provided a substantial account of the relevance and limitations of reproduction theory to Australian education and it was also seen in…
Introduction
Taking School Contexts More Seriously
Research is increasingly highlighting the influence of school contexts on school processes and student achievement. This article reviews a range of social justice rationales for taking school contexts into better account, and highlights the challenges contextualisation currently poses for practice and for policy. It notes important constraints on contextualised practice and limited developments in contextualising policy. There is now increasing c…
School Admissions and the Segregation of School Intakes in New Zealand Cities
Although small, New Zealand is a useful comparative case for studying changing school admissions policies and their impact in urban areas. This article reviews New Zealand's admissions policies and their impact over three periods: the post-war social-democratic period, the 1990s when quasi-market policies were embraced in New Zealand; and the period since 2000 when the present Labour government reintroduced school admissions by residential zoning…
The globalisation of school choice
This article reviews the book “The globalisation of school choice?” edited by Martin Forsey, Scott Davies and Geoffrey Walford
Hidden markets
by Patricia Burch, New York, Routledge, 2009, 181 pp., £24.99 (paperback), ISBN 9‐78‐041595‐567‐6 Reviewed by Stephen J. Ball, Martin Thrupp and Martin Forsey Privatization is a key feature of glob
Special Educational Needs
The paper examines variations in the extent of special education needs (SEN) in different socio-economic contexts, drawing on data from 46 English primary schools. It examines the implications of variations in SEN for individual pupils and for school organisation and processes. It reviews funding allocations for SEN and what they mean for the provision of support in different settings
Schooling in disadvantaged communities. Playing the game from the back of the field
by C. Mills and T. Gale, Dordrecht, Springer, 2010, 136 pp., €99.95, ISBN 978-90-481-3343-7 This book is about a study of schooling in a very disadvantaged community and about what agency there is
Variations on a middle class theme
Multiple contexts interact to position any school on a spectrum from cumulatively advantaged to cumulatively disadvantaged. This article discusses a study of the contextual advantages and disadvantages experienced by primary schools in the south east of England, concentrating especially on schools in the least deprived 5% of schools nationally. The research highlights the central influence of advantaged socioeconomic contexts on day‐to‐day school…
Headteachers’ readings of and responses to disadvantaged contexts
Existing research demonstrates the impact of context on school organisation and management, curriculum and pedagogy and on student peer relations. New developments in English education policy will devolve more responsibility for dealing with these issues to headteachers. Headteachers' readings of their contexts and the responses that they make are thus of increasing interest. This paper draws on interviews with eight headteachers of less advantag…
Private actors in New Zealand schooling
This article sets out to demonstrate the considerable extent to which the New Zealand school system has become saturated by private interests, and to explain this development over time. It is the first such overview of the privatisation of schooling in the New Zealand context. The analysis illustrates that the rise of private actors has involved some long-term factors such as demographic and cultural features of New Zealand society as well as mar…
Business as the new doxa in education? An analysis of edu-business events in Finland
The trend towards seeing education as a commodity and part of a global industry has transformed the field of education. We argue that these transformations are reducing the autonomy of the field of education as it has incorporated business rhetoric, logic and practice. We examine this through an analysis of discursive formations manifested in two major international edu-business events in Finland – Dare to Learn and XcitED. The performativity exi…
Conceptualizing Socialization, Qualification, and Subjectification as Purposes of Education
The authors of this paper explore Gert Biesta's theorization of three domains of purpose of education: socialization, qualification, and subjectification. The aim is to study the interrelations of the domains and to develop further the theoretical discussion concerning schools' purpose for both individuals and society. Outlining the relationships of the domains of purpose allows one to see how the societal purpose of education is realized in the …
Sociology (21 works) · Political science (19 works) · Economics (11 works) · Education Systems and Policy (10 works) · Law (10 works) · Global Educational Policies and Reforms (9 works) · Pedagogy (9 works) · School Choice and Performance (9 works) · Social science (9 works) · Economic growth (7 works)