Sharon Gewirtz
Dados Biográficos
| ID | 759519 |
|---|---|
| NOME | Sharon Gewirtz |
| PRENOMES | Sharon |
| SOBRENOME | Gewirtz |
| ASSINATURA | GEWIRTZ S |
| AFILIAÇÕES | King's College London |
| ORCID | 0000-0002-5530-1121 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 55 |
| TOTAL DE CITAÇÕES | 760 |
| TOTAL COMO AUTOR | 55 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1990 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 13 |
Navigating uncertain times
This paper explores a relatively neglected dimension of the changing culture of academic work: the implications of changing models of academic professionalism, and specifically the rise of ‘organisational professionalism’, for academic mentoring. In the paper, ‘organisational professionalism’ is used to signal a cluster of trends, including productivist currents and more progressive changes reflecting inclusion and identity concerns. After summar…
Apprenticeship policy in England since 2010. Change and continuity
Since Ewart Keep published his important article on England’s VET policy failures in 2006 in JVET much has happened, while important aspects of Keep’s critique still hold. In his article entitled “State Control of the English Education and Training System: Playing with the Biggest Train Set in the World”, Keep argued that the state’s continual interventions to promote a market–based VET system led to a cycle of policy failure followed by further …
Creating more equitable school-to-work transitions for young people not taking the university route
This article proposes and illustrates a framework for thinking about how the school-to-work transitions of young people not intending to go to university can be made more equitable. This framework seeks to enrich sociological readings of VET by building on the considerable strengths of existing research on ecologies of VET provision and the life-worlds of young people navigating transitions, and bringing them together with concerns about the theo…
A profession in crisis? Teachers' responses to England's high-stakes accountability reforms in secondary education
There has been a tendency to construct the teaching profession through a narrative of ‘crisis’ which places particular emphasis on high rates of attrition and poor wellbeing driven by a demanding work culture. Drawing on qualitative data from a mixed-methods study, this paper examines teachers' responses to reforms to English secondary education. It presents evidence that supports a ‘profession in crisis’ narrative with many of the research parti…
What’s wrong with ‘deliverology’? Performance measurement, accountability and quality improvement in English secondary education
Informed by the ideology of ‘deliverology’, performance measurement has become a core component of how English schools are held accountable for the quality of their provision. A wealth of research conducted in diverse national contexts where this approach has been influential has suggested that the unintended harms it generates – including a widening of inequalities, a test-driven pedagogic culture and a narrowing of the curriculum – may be outwe…
Neoconservative education policy and the case of the English Baccalaureate
Conservativism has gained significant influence on education-policy making and debates about education in many Anglophone countries. While conservative educational governments have advanced some neoliberal governance trends, they have also introduced characteristic neoconservative education elements, notably in the area of curricular content. This article focuses on the impact of conservative ideology on curriculum and assessment policies in Engl…
Socioeconomic inequality and adjustments in children’s perceptions of their agency as they age in South Korea
This paper explores how children's perceptions of their agency, as something that is closely associated with its exercise, appear in relation to social structural factors, especially their socioeconomic positions, as they age. Using data from 862 10–18 years old in South Korea, we examine how children's expressed optimism about their ability to achieve their occupational choices can conceal the impact of structural factors on their ‘choices’ and …
Contextualising policy work
This paper returns to a long-standing theme in education research, the ways in which ‘contextual factors impact on what schools do, as well as directly on what pupils achieve’ (Lupton, 2004, 4). Drawing on a project designed to explore the early effects of reforms to national examinations, the curriculum for 14−16 year olds and school accountability measures in English secondary schools, this paper considers the perceptions and experiences of tea…
What works? Academic integrity and the research-policy relationship
In this paper, we consider the intensifying pressures on critical research and academic integrity in a research policy context that has come to be increasingly dominated by an instrumentalist mind-set. Using sensitising resources drawn from Geoff Whitty’s critique of the ‘what works’ agenda, we reflect on the current conditions of academic labour and some of the key issues and dilemmas they pose for critical researchers in the sociology of educat…
‘It’s Not Something I Can Change…’
Despite the increasing recognition of the significance of children’s own perceptions of inequality and critical theorisations of, and much research on, the impact of inequality on human agency, there is a lack of empirical evidence on the impact of inequality on children’s agency. This paper contributes to addressing this gap by exploring how children’s perceptions of inequality impinge upon their perceptions of the efficacy of their agency with …
Policy, contextual matters and unintended outcomes
Policy, contextual matters and unintended outcomes: the English Baccalaureate (EBacc) and its impact on physical education in English secondary schools Meg Maguire a , Sharon Gewirtz a , Emma Towers a and Eszter Neumann b a School of Education, Communication & Society, Faculty of Social Science & Public Policy, King’s College London, London, England; b Centre for Social Sciences, Hungarian Academy of Sciences, Institute for Minority Studies, Buda…
Rethinking education and poverty
Rethinking Education and Poverty is about the two-way relationship between poverty and education – in a nutshell, the book asks: how does poverty shape educational processes, experiences and outcom
Shared Decision Making in Israeli Social Services
Over the past decades, social policies in Israel have been characterised by a growing trend towards involving social service clients in decision-making processes. Drawing on interviews with seventy-seven social workers from various backgrounds employed in a range of organisations and positions, the current study sought to illuminate the contested nature of shared decision making (SDM), the practice and policy dilemmas it generates, and the readin…
The hollowed-out university? A critical analysis of changing institutional and academic norms in UK higher education
This article argues that UK universities are at risk from a process of ‘hollowing out’ – that is, of becoming institutions with no distinctive social role and no ethical raison d'etre – and that this is a process which undermines the possibilities for meaningful institutional and academic identities. It begins with a condensed, and necessarily partial, review of recent UK higher education policy trends to indicate the historical context and direc…
New welfare ethics and the remaking of moral identities in an era of user involvement
The shift towards greater user involvement in welfare provision is typically couched by its advocates as being ethically straightforward and as an unalloyed good, because it represents a transformation of users from a role of passivity and dependence on the paternalism of professionals to more active, empowered and respected autonomous persons. This paper problematises this reading, showing how it fails to represent the ethical complications of p…
L'éthique du nouvel État-providence et la recomposition des identités morales dans une ère de participation des usagers
Le déplacement vers une plus grande participation de l’usager dans les services d’aide sociale est présenté par ses avocats comme un bien parfait et de nature éthique parce qu’il correspondrait au passage des usagers d’un rôle passif dépendant du paternalisme des professionnels à un rôle plus actif les mobilisant comme des personnes et respectant leur autonomie. Cet article questionne cette lecture, en montrant qu’elle échoue à rendre compte des …
Representing 30 years of higher education change
This paper argues that the Times Higher provides a powerful tool for understanding the changing character of UK higher education (HE) and can usefully be seen as representative, and in some ways constitutive, of that changing character. Drawing on an analysis of a sample of stories from the Times Higher, it documents the changing policy climate of UK HE from 1979 to 2010. It offers a broadly chronological account of themes that have emerged as pr…
Que faire des valeurs en sciences sociales ? Pour une réflexivité éthique en sociologie de l'éducation
L’objectif est ici de contribuer au vieux débat sur la meilleure façon de traiter les jugements de valeur en sciences sociales. Nous plaidons pour une plus grande réflexivité éthique en sociologie de l’éducation et défendons l’idée que la prise en compte systématique des questions de valeur devrait être considérée comme une composante naturelle de la rigueur méthodologique. Qu’entendons-nous par réflexivité éthique, pourquoi cette notion paraît-e…
Differing to agree
In this paper Gewirtz and Cribb offer a response to Hammersley and Abraham's criticisms of their arguments about the place of values in social research published in this issue of BJSE. In doing so, they make clear that most of the positions that Hammersley and Abraham attribute to them are ones that they do not identify with and that, like Hammersley and Abraham, they would reject. In order to further clarify and specify their own position, Gewir…
Local Autonomy or State Control? Exploring the Effects of New Forms of Regulation in Education
New Labour's Socially Responsible Museum
By reference to key policy texts and the discourses and arguments within which they are embedded, in this paper we trace the discursive genealogy of a new public service: the museum sector. We examine the ways in which recent UK government and related policy agencies have extended, multiplied and refracted normative, regulatory and operative conceptions of the social function of museums. Over the last ten years in particular policy discourses hav…
What Becomes of Science in a Science Centre? Reconfiguring Science for Public Consumption
This paper draws upon ten interviews conducted with staff at two science centres as part of a research project on science centres and social and cultural inclusion. We will argue that these science
Doctoral student supervision in a managerial climate
This paper is organized around a single interview with an academic colleague who was asked to reflect on his changing experience of Ph.D. supervision. Material from the interview is used to raise some questions about the nature of responsible supervision in the humanities and social sciences, and the ways in which the possibilities for responsible supervision in the UK are constructed by the effects of the audit culture in higher education (HE). …
What to do about values in social research
This paper is intended as a contribution to the longstanding debate about the best way of handling value judgements in social research. In it we make a case for more ‘ethical reflexivity’ in the sociology of education and argue that a systematic attention to value questions should be viewed as a taken‐for‐granted component of methodological rigour. We elucidate what we mean by ethical reflexivity, why we think it is important and suggest what it …
Comparing Welfare States
Comparing Welfare States? - Allan Cochrane, John Clarke and Sharon Gewirtz The Construction of the British Welfare State 1945 - 1975 - John Clarke, Mary Langan and Fiona Williams Remaking Welfare - John Clarke, Mary Langan and Fiona Williams The British welfare regime in the 1980s and 1990s US Welfare - John Clarke Variations on the Liberal Regime Germany - Lynne Poole A Conservative Regime in Crisis? Sweden - Norman Ginsburg The Social Democrati…
Circuits of Schooling
Parental choice of school is one of the main platforms of government education policy and is the centre piece of the Parents Charter. But sociological understanding of choice and choice-making is woefully underdeveloped. This paper draws on an ESRC study of market forces in education to explore social class variations in choice of school in one specific locality. The complexity of choice-making is portrayed using data from interviews with parents…
School choice, social class and distinction
Parental choice is one of the keystones of current education policy in the UK. A combination of open enrolment, per‐capita funding and deregulated admission procedures is encouraging competition between schools for student enrolments (at least in areas where there are surplus places). Parents are encouraged to see themselves as consumers of education, and ‘good parenting’ is defined, at least in part, in relation to the ‘responsibilities’ of choi…
Conceptualizing social justice in education
Within recent studies of education policy, social justice has been an under-theorized concept. This paper is an attempt to begin to remedy this situation. It critically examines some of the most prominent ways in which social justice has been and is being thought about within various traditions of social theory and concludes by sketching out a framework for conceptualizing social justice in the context of education policy research. However, the m…
Cloning the Blairs
The British New Labour Party's resocialization project is based on certain desirable middle-class attributes: active consumerism, school monitoring, transmission of cultural capital at home, and possession of social capital. Problems will continue to arise, since only a limited number of schools and jobs are deemed "excellent." (Contains 44 references.) (MLH)
Captured by the Discourse? Issues and concerns in researching ‘parental choice‘
In this paper we look at the relationship between political, cultural and economic change, the 'position' of parental choice in the various policy texts (in particular, it's centrality to The Parent's Charter) and what we have termed the context of practice (Bowe et al., 1992). In particular, we raise some issues and concerns that arise from research to date, in terms of their methodologies, their analysis and their representations of choice. It …
Rethinking Social Policy
Introduction - Gail Lewis Expanding the Social Policy Imaginary Gender and the Analysis of Social Policy - Ruth Lister Gender and Welfare Regimes - Jane Lewis The Social Relations of Care - Tom Shakespeare Foucault and the Study of Social Policy - Sophie Watson Constituting Welfare Subjects through Poverty and Sexuality - Jean Carabine Constructing Gendered and Racialized Identities - Ann Phoenix Young Men, Masculinities and Educational Policy Ch…
Towards a Contextualized Analysis of Social Justice in Education
This paper builds on Iris Young's work to argue that social justice in education has to be understood in relation to particular contexts of enactment. More specifically, the author argues that it is not possible to make cross‐national or other comparative assessments of social justice without consideration of the ways in which justice is enacted in practice. The contextualized approach to justice that the author is advocating involves: first a re…
Parental choice’, consumption and social theory
Using key writings in the sociology of consumption and consumerism and analyses of the nature of postmodern society, this paper considers how parents decide upon a secondary school and the nature of their engagement with the education market. Key words: ChoiceConsumerismConsumptionMarketPostmodernismProduction
Parents, privilege and the education market‐place
According to advocates of ‘marketization’ in education, market systems of school provision are fairer than those organized around catchment areas. Whereas catchment areas are said to privilege the wealthy and deny choice to the poor because they lead to a system of ‘selection by mortgage’, market systems are held to give all parents ‐‐ rich and poor alike ‐‐ the opportunity to choose a school for their children. This paper builds on existing rese…
Unravelling a ‘spun’ policy
The term ‘spin’ is conventionally used to refer to the process and products of purposively managing information in order to present institutions, individuals, policies, practices and/or ideas in a favourable light and thereby mobilize support for them. Attempts to manage news and political communications are not new. However, the New Labour Government in the UK is frequently presented—by the media and political opponents—as being obsessively conc…
Values and Ethics in the Education Market Place
The 1988 Education Reform Act introduced into England and Wales a market structure of secondary school provision. It is argued here that the education market functions as a system of rewards and punishments, a disciplinary mechanism, fostering particular cultural forms and socio‐psychological dispositions and marginalising others. The paper considers the case of one school in particular, Northwark Park, an undersubscribed, predominantly working‐c…
Girls in the Education Market
This paper considers the role of girls' schools in the UK education market and, concomitantly, the positioning and 'value' of girls in the education market place. Themarketing and public presentations of two schools are examined and the messages and impressions presented to parents are analysed. The relationships of these schools to their 'competitors' are also explored. These are set against the 'choices' and choice-making of a sample of local p…
Partnership, pluralism and education policy
This paper draws on an on‐going research project on ‘Elites in Education Policy‐making’ supported by the Open University's Research Committee. A major aim of the project is to critically evaluate the post‐war ‘partnership’ between LEAs, teachers and the Ministry of Education/Department of Education and Science. A critical re‐assessment of partnership, it is suggested, has implications for the pluralist analysis of policy‐making on which it draws.…
Plural conceptions of social justice
Concern with multi-faceted or 'plural' conceptions of justice has grown within policy sociology. This paper briefly summarizes some of the dimensions and facets of such plural models and considers their implications for policy sociology. Three implications, in particular, are considered. It is suggested that: first, plural models of justice substantially enlarge the agenda of evaluation; second, tensions within and between different facets of jus…
Reading education action zones
Explores the conceptualization of social justice embedded in the education-action-zones policy recently implemented in England. Although zone populations suffer three types of social injustice, the initiative recognizes economic disadvantage, but inadequately acknowledges cultural and associational injustices. Cultural remedies cannot be imposed under these circumstances. (Contains 22 references.) (MLH)
From 'Welfarism' to 'New Managerialism
(2000). From 'Welfarism' to 'New Managerialism': Shifting discourses of school headship in the education marketplace. Discourse: Studies in the Cultural Politics of Education: Vol. 21, No. 3, pp. 253-268
The deployment of social capital theory in educational policy and provision
Heavily influenced by Putnam's particular variant of social capital theory, the New Labour government in the UK has introduced several initiatives designed to raise educational achievement by building the social capital of families identified as socially excluded. One such initiative was the Education Action Zones (EAZ) policy. Whilst this policy has recently been eclipsed by other initiatives designed to enhance education in areas of disadvantag…
Post‐welfarism and the reconstruction of teachers’ work in the UK
A key rationale for the UK education reforms of the 1980s and 1990s was a desire on the part of agents within the state to control more directly the work of teachers. In a variety of ways, the reforms were designed to contribute to a reconstruction of the work of teaching. The first part of this paper considers the roots of this intended reconstruction. The second part explores the impact of the reforms on the culture of teachers’ work, focusing …
A profession in crisis? Teachers' responses to England's high-stakes accountability reforms in secondary education
There has been a tendency to construct the teaching profession through a narrative of ‘crisis’ which places particular emphasis on high rates of attrition and poor wellbeing driven by a demanding work culture. Drawing on qualitative data from a mixed-methods study, this paper examines teachers' responses to reforms to English secondary education. It presents evidence that supports a ‘profession in crisis’ narrative with many of the research parti…
New Labour's Socially Responsible Museum
By reference to key policy texts and the discourses and arguments within which they are embedded, in this paper we trace the discursive genealogy of a new public service: the museum sector. We examine the ways in which recent UK government and related policy agencies have extended, multiplied and refracted normative, regulatory and operative conceptions of the social function of museums. Over the last ten years in particular policy discourses hav…
Recent readings of social reproduction
Since the inception of the discipline, social reproduction has been arguably the central theme in the sociology of education. Much, if not most, work in the field has been implicitly informed by a theory of social reproduction even where there has not been an explicit engagement with the concept. In recent years ideas about social reproduction have become more sophisticated, as sociologists have attempted to grapple with and respond to some of th…
What’s wrong with ‘deliverology’? Performance measurement, accountability and quality improvement in English secondary education
Informed by the ideology of ‘deliverology’, performance measurement has become a core component of how English schools are held accountable for the quality of their provision. A wealth of research conducted in diverse national contexts where this approach has been influential has suggested that the unintended harms it generates – including a widening of inequalities, a test-driven pedagogic culture and a narrowing of the curriculum – may be outwe…
The hollowed-out university? A critical analysis of changing institutional and academic norms in UK higher education
This article argues that UK universities are at risk from a process of ‘hollowing out’ – that is, of becoming institutions with no distinctive social role and no ethical raison d'etre – and that this is a process which undermines the possibilities for meaningful institutional and academic identities. It begins with a condensed, and necessarily partial, review of recent UK higher education policy trends to indicate the historical context and direc…
Representing 30 years of higher education change
This paper argues that the Times Higher provides a powerful tool for understanding the changing character of UK higher education (HE) and can usefully be seen as representative, and in some ways constitutive, of that changing character. Drawing on an analysis of a sample of stories from the Times Higher, it documents the changing policy climate of UK HE from 1979 to 2010. It offers a broadly chronological account of themes that have emerged as pr…
Is Research Possible? A rejoinder to Tooley's ‘On School Choice and Social Class‘
This paper presents a response to some criticisms by James Tooley of our research on parental choice. The paper argues that many of Tooley's criticisms are based on systematic misinterpretations and misreadings of our work, ignorance of the procedures of qualitative research and the use of untenable speculations about sampling, data collection and the interpretation of data. It is suggested that Tooley's criticisms are ideologically driven and th…
Partnership, pluralism and education policy
This paper draws on an on‐going research project on ‘Elites in Education Policy‐making’ supported by the Open University's Research Committee. A major aim of the project is to critically evaluate the post‐war ‘partnership’ between LEAs, teachers and the Ministry of Education/Department of Education and Science. A critical re‐assessment of partnership, it is suggested, has implications for the pluralist analysis of policy‐making on which it draws.…
Parents’ Individualist and Collectivist Strategies at the City Technology College, Kingshurst
This paper discusses the attitudes to school choice and to City Technology Colleges of a sample of parents of children at the first CTC at Kingshurst, Solihull. In examining the views of these parents, wider questions about individualist and collectivist strategies towards education are raised
Anglo.Jewish Responses to Nazi Germany 1933—39
While various studies have been carried out on the responses of the British government and the British press to nazi Germany,1 specifically Jewish attitudes have been neglected. Where the Jewish community of the 1930s in Britain has been the object of scholarly attention, the focal point has been the fight against domestic fascism and not the response to nazi Germany.2 Certainly the victory over British fascism at Cable Street and the events lead…
City Technology Colleges
City technology Colleges
(1992). City technology Colleges: Schooling for the Thatcher generation? British Journal of Educational Studies: Vol. 40, No. 3, pp. 207-217
Researching a policy in progress
In October 1986, the British government announced a plan to establish 20 City Technology Colleges (CTCs). These were to offer a 'new choice of school' providing a broadly based secondary education 'with a strong technological element' for 11‐18 year olds in urban areas. They were to be independent of LEAs and receive their recurrent funding from central government, while 'all or a substantial part' of their capital costs would be met by private s…
Values and Ethics in the Education Market Place
The 1988 Education Reform Act introduced into England and Wales a market structure of secondary school provision. It is argued here that the education market functions as a system of rewards and punishments, a disciplinary mechanism, fostering particular cultural forms and socio‐psychological dispositions and marginalising others. The paper considers the case of one school in particular, Northwark Park, an undersubscribed, predominantly working‐c…
Parents, privilege and the education market‐place
According to advocates of ‘marketization’ in education, market systems of school provision are fairer than those organized around catchment areas. Whereas catchment areas are said to privilege the wealthy and deny choice to the poor because they lead to a system of ‘selection by mortgage’, market systems are held to give all parents ‐‐ rich and poor alike ‐‐ the opportunity to choose a school for their children. This paper builds on existing rese…
Captured by the Discourse? Issues and concerns in researching ‘parental choice‘
In this paper we look at the relationship between political, cultural and economic change, the 'position' of parental choice in the various policy texts (in particular, it's centrality to The Parent's Charter) and what we have termed the context of practice (Bowe et al., 1992). In particular, we raise some issues and concerns that arise from research to date, in terms of their methodologies, their analysis and their representations of choice. It …
Parental choice’, consumption and social theory
Using key writings in the sociology of consumption and consumerism and analyses of the nature of postmodern society, this paper considers how parents decide upon a secondary school and the nature of their engagement with the education market. Key words: ChoiceConsumerismConsumptionMarketPostmodernismProduction
Parental Choice', Consumption and Social Theory
Using key writings in the sociology of consumption and consumerism and analyses of the nature of postmodern society, this paper considers how parents decide upon a secondary school and the nature of their engagement with the education market. Key words: ChoiceConsumerismConsumptionMarketPostmodernismProduction
Circuits of Schooling
Parental choice of school is one of the main platforms of government education policy and is the centre piece of the Parents Charter. But sociological understanding of choice and choice-making is woefully underdeveloped. This paper draws on an ESRC study of market forces in education to explore social class variations in choice of school in one specific locality. The complexity of choice-making is portrayed using data from interviews with parents…
School choice, social class and distinction
Parental choice is one of the keystones of current education policy in the UK. A combination of open enrolment, per‐capita funding and deregulated admission procedures is encouraging competition between schools for student enrolments (at least in areas where there are surplus places). Parents are encouraged to see themselves as consumers of education, and ‘good parenting’ is defined, at least in part, in relation to the ‘responsibilities’ of choi…
Girls in the Education Market
This paper considers the role of girls' schools in the UK education market and, concomitantly, the positioning and 'value' of girls in the education market place. Themarketing and public presentations of two schools are examined and the messages and impressions presented to parents are analysed. The relationships of these schools to their 'competitors' are also explored. These are set against the 'choices' and choice-making of a sample of local p…
Post‐welfarism and the reconstruction of teachers’ work in the UK
A key rationale for the UK education reforms of the 1980s and 1990s was a desire on the part of agents within the state to control more directly the work of teachers. In a variety of ways, the reforms were designed to contribute to a reconstruction of the work of teaching. The first part of this paper considers the roots of this intended reconstruction. The second part explores the impact of the reforms on the culture of teachers’ work, focusing …
Is Research Possible? A rejoinder to Tooley's ‘On School Choice and Social Class‘
This paper presents a response to some criticisms by James Tooley of our research on parental choice. The paper argues that many of Tooley's criticisms are based on systematic misinterpretations and misreadings of our work, ignorance of the procedures of qualitative research and the use of untenable speculations about sampling, data collection and the interpretation of data. It is suggested that Tooley's criticisms are ideologically driven and th…
Conceptualizing social justice in education
Within recent studies of education policy, social justice has been an under-theorized concept. This paper is an attempt to begin to remedy this situation. It critically examines some of the most prominent ways in which social justice has been and is being thought about within various traditions of social theory and concludes by sketching out a framework for conceptualizing social justice in the context of education policy research. However, the m…
Bringing the Politics Back In
This paper considers the consequences of, and tensions within, New Labour's quality agenda for schools. In particular, it draws attention to the way in which official versions of quality, characterised by a narrow, economistic instrumentality, are being promoted in schools by various forms of quality control that are marginalising broader, more humanistic conceptions of quality. It is also argued that, despite New Labour's rhetorical emphasis on …
From 'Welfarism' to 'New Managerialism
(2000). From 'Welfarism' to 'New Managerialism': Shifting discourses of school headship in the education marketplace. Discourse: Studies in the Cultural Politics of Education: Vol. 21, No. 3, pp. 253-268
Cloning the Blairs
The British New Labour Party's resocialization project is based on certain desirable middle-class attributes: active consumerism, school monitoring, transmission of cultural capital at home, and possession of social capital. Problems will continue to arise, since only a limited number of schools and jobs are deemed "excellent." (Contains 44 references.) (MLH)
Cloning the Blairs
In his speech to the Confederation of British Industry (CBI) in July 1999, the UK Secretary of State for Education, David Blunkett, set out New Labour's vision for a system of education in which there is ‘excellence for the many not just the few’. He outlined what is essentially a bi-focal strategy for achieving this vision. The first focus is on the education system itself, the structures and practices that New Labour believes need to be in plac…
Reading education action zones
Explores the conceptualization of social justice embedded in the education-action-zones policy recently implemented in England. Although zone populations suffer three types of social injustice, the initiative recognizes economic disadvantage, but inadequately acknowledges cultural and associational injustices. Cultural remedies cannot be imposed under these circumstances. (Contains 22 references.) (MLH)
Rethinking Social Policy
Introduction - Gail Lewis Expanding the Social Policy Imaginary Gender and the Analysis of Social Policy - Ruth Lister Gender and Welfare Regimes - Jane Lewis The Social Relations of Care - Tom Shakespeare Foucault and the Study of Social Policy - Sophie Watson Constituting Welfare Subjects through Poverty and Sexuality - Jean Carabine Constructing Gendered and Racialized Identities - Ann Phoenix Young Men, Masculinities and Educational Policy Ch…
Plural conceptions of social justice
Concern with multi-faceted or 'plural' conceptions of justice has grown within policy sociology. This paper briefly summarizes some of the dimensions and facets of such plural models and considers their implications for policy sociology. Three implications, in particular, are considered. It is suggested that: first, plural models of justice substantially enlarge the agenda of evaluation; second, tensions within and between different facets of jus…
Recent readings of social reproduction
Since the inception of the discipline, social reproduction has been arguably the central theme in the sociology of education. Much, if not most, work in the field has been implicitly informed by a theory of social reproduction even where there has not been an explicit engagement with the concept. In recent years ideas about social reproduction have become more sophisticated, as sociologists have attempted to grapple with and respond to some of th…
Sociology (51 obras) · Political science (43 obras) · Law (29 obras) · Social science (25 obras) · Economics (23 obras) · Law (21 obras) · Public relations (19 obras) · Public Administration (16 obras) · Epistemology (15 obras) · Global Educational Policies and Reforms (14 obras)