Making policy with ‘good ideas’: policy networks and the ‘intellectuals’ of New Labour

The educational reforms being enacted in Singapore can be considered exceptional in that they are being undertaken within a highly effective system. We explore these reforms using Brown and Lauder's ideal-typical analysis of ‘neo-Fordist’ and ‘post-Fordist’ models of national economic development. Singapore's reforms have been extensive, ranging from changes to early childhood education through to tertiary education. We examine the nature of state-market relations in education within the context of Singapore's ‘soft authoritarian’ political culture and assess the chances of success of the reforms.     

Learning and the ‘F’ Word

Abstract

The article looks at the ‘At‐Risk Program’ set up as a collaboration between teachers in elementary and secondary public schools and the staff of Indiana University.     

Learning ‘about’ and ‘from’ religion: phenomenography,the Variation Theory of Learning and religious education in Finland and the UK

The paper addresses the relationship between the twin tasks of enabling pupils both to learn about and learn from religion in the state education systems of Finland and the UK. Recognising that the relationship between these two tasks is the subject of considerable confusion, it is argued that the most appropriate way to view the connection is fundamentally ontological. In a plural society in which there is no basic agreement about the ultimate meaning and purpose of life, there nevertheless remains a common concern to enable pupils to live flourishing lives in harmony with the ultimate order‐of‐things. The paper draws on phenomenography and the Variation Theory of Learning to unpack the pedagogic implications of this argument.     

A policy sociology reflection on school reform in England: from the ‘Third Way’ to the ‘Big Society’

This article presents a policy sociology reflection on Bernard Barker's book, The Pendulum Swings: Transforming School Reform. The book represents Barker's attempt to intervene in education policy during the lead-up to the 2010 UK general election and is framed by what he imagined might be possible under a new Conservative government. Barker draws inspiration from the Red Tory communitarian position articulated by Phillip Blond. In hindsight, we are less sanguine about these possibilities in the context of the Coalition government and its ongoing response to the ongoing financial crises. Indeed, what has emerged is a rearticulated neo-liberalism in the guise of ‘Big Society’ rhetoric. We agree with Barker's critical deconstruction of the five illusions underpinning New Labour schooling policy, but argue for a broader agenda of redistribution, both in social policy and with respect to schools. Policy needs to recognise and support teachers and good pedagogies, and we also see a pressing need to rethink richer forms of educational accountability. All of this must be located within a politics that pursues a new social imaginary. Nonetheless, we commend Barker's contribution towards post neo-liberal thinking in respect of school policy, specifically in England, but with relevance to other locations and systems.     

Culture,technology and local networks: towards a sociology of ‘making’ in education

This article is about ‘making’ in education. Often associated with software programming (as in ‘digital making’), making can also involve creating or modifying physical technological artefacts. In this paper, making is examined as a phenomenon that occurs at the intersection of culture, the economy, technology and education. The focus is not on the effects on cognitive gains or motivations, but on locating making in a social, historical and economic context. Making is also described as a form of ‘material connotation’, where connotation refers to the process through which the technical structure of artefacts is altered by culture and society. In the second part of the paper, the theoretical discussion is complemented by a case study in which making is described as a networked phenomenon where technology companies, consultants, volunteers, schools, and students were all implicated in turning a nebulous set of practices and discourses into an educational reality.     

A sociology ‘of’ or a sociology ‘for’ education? The New Zealand experience of the dilemma

The sociology of education in New Zealand, as in other countries, is affected by the dilemma inherent to the discipline, namely: is it a sociology of education or a sociology for education? In this article I analyse three factors in which the dilemma is played out: ‘cultural oppositionism’ in the indigenous (kaupapa Maori) approach, critical policy research and the role of empirical research. I argue that a sociology for education is fundamentally weakened by its politicisation, a flaw not helped by the difficulties in drawing political goals from moral imperatives. In contrast a sociology of education, which uses the strengths of empirical research and theoretical analysis, offers the better hope of renewal for, what is, in New Zealand, a moribund discipline.     

China’s education policy-making: a policy network perspective

Policy network approach has become a broadly accepted and frequently adopted practice in modern state governance, especially in the public sector. The study utilises a broadly defined policy network conceptual frame and categories of reference to trace the evolution of education policy-making in China. The study uses The Outline of China’s National Plan for Medium and Long-term Education Reform and Development (2010–2020) as an illustrative case study. This study argues that China’s education policy-making has changed, and the three most prominent changes are the transition from a Party-dominant practice to one primarily driven by the central government, the enhanced role of higher education institutions and scholars as ‘professional interest group’ in the Chinese context and the increasing participation of non-governmental actors in the policy-making process. Essentially exploratory in nature, this study hopes to contribute to the understanding of China’s education policy-making and broader education governance while contributing to the mapping of an important sector of the global education network.     

Higher Education and the Graduate Labour Market: The ‘Class Factor’

This article reviews the literature on the experiences of working‐class students at different stages of the student life cycle. It examines the factors influencing their participation rates in higher education (HE), their ability to adapt to university life, and their success in the graduate labour market. The article argues that without radical policies that fundamentally change the relationship between social class and pre‐HE qualifications, significant progress in widening participation is unlikely.     

Learning in Early Childhood: experiences,relationships and ‘Learning to Be’

Learning in the earliest stage of life — the infancy, toddlerhood and preschool period — is relational and rapid. Child-initiated and adult-mediated conversations, playful interactions and learning through active involvement are integral to young children making sense of their environments and to their development over time. The child's experience in this early phase of life is at the heart of ‘Learning to Be’ in any society. This article reviews early learning studies aimed at understanding children's personal, intellectual and social development, and promoting that development. Particular reference is made to attachment and attention, the process of self-regulation, and the adult-child engagement strategies that advance the child's receptive and expressive language: these all exercise substantial influence on early childhood learning and child development outcomes over time. The selected research studies variously highlight the development of infants, toddlers, and young children in kindergarten and the early years of school, and how children make sense of their environments as social, learning and unique human beings. Both the home learning environment and early childhood education programmes are important in children's development. This article argues for high-quality early childhood experience and giving attention to the engagement role of adults in advancing young children's development, minimising the risk of poor development and supporting positive long-lasting personal, academic and social benefits. In this early phase of life, in the words of Jacques Delors: ‘… none of the talents which are hidden like buried treasure in every person must be left untapped’. (Delors et al. 1996, p. 23).     

Learning in cyberspace: an ethnographic perspective on the Scottish ‘chartered teacher’ programme

Although a substantial literature is devoted to the professional development of teachers, emerging dimensions located around e‐facilitation techniques have yet to be documented and their implications understood. This paper is based around a case study of a professional group of highly experienced teachers from the state sector who were undertaking a research dissertation within the ‘chartered teacher’ (CT) programme. The rationale for their studies is embraced by the action‐research paradigm where it is expected that change and improvement in practice occur as the fundamental impacts (Cohen & Manion, 1996 Cohen, L. and Manion, L. 1996. Research methods in education, London & New York: Routledge.  [Google Scholar]). The CT programme was established by the Scottish Executive and the General Teaching Council for Scotland, in partnership with the higher education sector. Its ideological underpinnings, however, go deeper, lying in a concern with the fostering of a dynamic, putative evidence‐based professionalism. It is ‘delivered’ entirely through the Internet with students located throughout Scotland, including the remote Western Isles. Our knowledge of Internet‐mediated forms of learning is under‐developed, particularly in relation to how teachers conceptualise research practice and embed it in school life whilst simultaneously undertaking full‐time teaching duties. In one strand of the literature analysis an attempt is made to contextualize the students' engagement with CT studies as part of a societal and policy trend favouring an agenda of lifelong learning in the Information Society (Kumar, 1996 Kumar, K. 1995. From post‐industrial to post‐modern society: new theories of the contemporary world, Oxford: Blackwell.  [Google Scholar]). The findings endorse a largely positive account of professional development, and associated personal achievement in cyberspace. They highlight, however, challenges facing a more cognitively driven form of professionalism in school cultures which may be antipathetic to innovation. Conclusions are drawn that are relevant to schools, local authorities and the university sector as well as policy‐makers.

Bien qu'une documentation considérable soit consacrée au développement professionnel des enseignants, de nouvelles dimensions apparaissent, qui n'ont pas encore été analysées et expliquées. Mon article est fondé sur une étude de cas d'un petit groupe de professeurs expérimentés qui entreprenaient un mémoire dans le cadre du Chartered Teaching Programme. Ce programme d'étude a été créé par le Parlement Écossais et le General Teaching Council for Scotland 1 1. Ecosse. View all notesen association avec le secteur de l'enseignement supérieur. Il est entièrement assuré via l'Internet. Nos connaissances des modes d'apprentissage par l'intermédiaire de l'Internet sont très limitées, en particulier en ce qui concerne la manière dont les enseignants conçoivent la partie pratique de la recherche et l'incorporent dans leur enseignement dans les établissements scolaires. Parmi les grands thèmes de mon compte‐rendu critique, je situe le cas des étudiants–enseignants dans le contexte de la formation permanente dans une société d'information. Mes résultats mettent en valeur le caractère positif du développement professionnel dans le cyberespace. Cependant, ils soulignent les difficultés que les enseignants‐chercheurs rencontrent dans des cultures qui sembleraient leur accorder un soutien limité. Les conclusions que j'en tire, sont d'un intérêt particulier pour les établissements scolaires, les autorités locales et pour le secteur de l'enseignement supérieur.

A pesar de la abundante literatura dedicada al desarrollo profesional de los docentes, existen nuevos factores que aún deben ser documentados y bien entendidos. Mi estudio gira alrededor de un estudio de campo de un pequeño grupo de docentes con larga experiencia que estaban realizando una tesis de investigación dentro de un programa de profesores acreditados. Este programa fue establecido por el Gobierno Escocés y el Consejo General de Educación de Escocia en colaboración con el sector de la Enseñanza Superior y se lleva a cabo enteramente a través de Internet. Nuestro conocimiento de las formas de enseñanza a través de Internet está muy poco desarrollado, particularmente la manera en que los docentes conceptualizan la práctica de la investigación y la insertan en la vida escolar. En una sección de la bibliografía manejada por mí contextualizo la situación de los estudiantes como parte del proceso de aprendizaje continuado en la sociedad de la información. Los resultados de mi estudio proveen una visión muy positiva del desarrollo profesional en el ciberespacio. Estos resultados subrayan, sin embargo, los desafíos a los que se tienen que enfrentar los docentes investigadores que operan en culturas que según ellos les ofrecen un apoyo limitado. Las conclusiones que se extraen del estudio son relevantes para las escuelas, autoriades locales competentes y el sector universitario.

Obwohl es reichlich Fachliteratur zum Thema Lehrerfortbildung gibt, ist unser Wissen über Einsatz und Nutzen des Internets in diesem Bereich noch begrenzt. Die vorliegende Arbeit ist eine Fallstudie, in der erfahrene Lehrer im Rahmen des ‘Chartered Teacher’ Programms ein Forschungsprojekt durchführten. Dieses Programm wurde von der schottischen Regierung und dem General Teaching Council for Scotland in Zusammenarbeit mit dem Hochschulsektor erstellt und wird ausschließlich über das Internet angeboten. Die Fallstudie untersucht die Internet‐gestützte Vermittlung von Forschungsmethoden und Methoden der Umsetzung von Forschungsergebnissen im Unterricht. In meiner Literaturübersicht stelle ich den Kontext zum lebenslangen Lernen in der Informationsgesellschaft her. Aus den Resultaten meiner Arbeit ergibt sich ein positives Bild der Internet‐gestützen Lehrerfortbildung, es zeigt sich aber auch das Problem, dass den Lernenden ihrer Meinung nach durch ihre Umwelt keine ausreichende Unterstützung gewährt wird. Die Schlussfolgerungen stellen wertvolle Informationen für Schulen, Lokalbehörden und den Hochschulsektor dar.     

The teacher ‘problem’: an analysis of the NSW education policy Great Teaching,Inspired Learning

This paper seeks to understand the construction of teachers within one New South Wales education policy, querying this construction in relation to both local and international processes and factors. As such, it also looks to contribute to a growing body of international literature which grapples with the role and nature of neoliberal policy development in education more broadly. To accomplish this, the paper analyses Great Teaching, Inspired Learning (GTIL), a policy with wide-ranging and potentially significant ramifications for teachers. Ultimately it is argued that although aspects of neoliberal thinking are evident in the policy, particularities of context have mediated this push. It is suggested that this has led to a particular neoliberalisation of policy that variously targets and supports individual teachers and the systems and structures surrounding them, while the place of GT IL within both local state politics and the global imaginary is questioned.     

Education policy and the ‘inter’‐regnum

In the UK, the vocabulary of public services is becoming infused with the prefixes ‘inter’‐, ‘multi‐’ and ‘co‐’. Public‐sector agencies are being encouraged to adopt ‘multi’‐ or ‘inter‐agency’ configurations; ‘workforce reform’ seeks to dissolve once‐impermeable professional boundaries; leadership is to be ‘distributed’. This tendency is referred to as the ‘inter’‐regnum in education policy. (This does not mean that we are dealing with an ‘interregnum’ in the sense that we are somehow between modes of governance.) The term ‘regnum’ is used to emphasise that this propensity for the ‘inter’ is asserting itself as a new ‘reigning philosophy’. Examples of the ‘inter’‐regnum are presented from the UK (mainly England), and these are located conceptually within an analysis of hierarchies, markets and networks. Thereafter the cultural, intellectual and economic contexts which allow for the ‘inter’‐regnum to emerge as policy are explored. The ‘inter’‐regnum draws its legitimacy from a number of sources. First, it resonates with the culture of consumerism, and it takes further that earlier market‐based regime of governance which was associated with the new public management. Second, it is functional for the ‘new capitalism’ as a new work order of affinity‐ and solution‐spaces. Third, it has important intellectual supports: that is, in addition to its association with recent marketing theory, it can appeal to emerging theory and research in organisational learning.     

Theorising policy and practice in refugee education: Conceptualising ‘safety’, ‘belonging’, ‘success’ and ‘participatory parity’ in England and Sweden

Across the world, children are forced to leave their homes for far-flung destinations. This global phenomenon has particular impact in Europe, where there are now more child refugees than since World War II. Education plays an important role for children with extraordinary experiences seeking to build meaningful lives in their new context. This article offers a new theoretical approach to underpin reforms to educational policy and practice for refugees in schools in resettlement contexts in Europe. The new conceptual framing is grounded in empirical work in England and Sweden, and brings two theories together: ‘participatory parity’ (Fraser) and ‘resumption of an ordinary life’ (Kohli). Kohli’s concepts of ‘safety’, ‘belonging’ and ‘success’ have resonance with practitioners from Sweden and England as they work to meet the needs of their new arrivals. Fraser’s conceptual lenses of redistribution, recognition and representation highlight the barriers to achieving the right to inclusive education for refugee children in each context. The interdependence of both theories shapes a new framework. The theoretical understandings offered in this article have been developed with practitioners and add to the field by offering a robust moral and operational approach to shaping pedagogical principles for policymakers and educators working in resettlement communities.     

Think Tanks, ‘policy experts’ and ‘ideas for’ education policy making in Australia

This paper provides a case study of the Centre for Independent Studies (CIS) in Australia with a focus on its education policy work, specifically the report, School funding on a budget (SFoB). CIS is a conservative right wing advocacy think tank, established in 1976 in the aftermath of the Whitlam government’s policy activism, framed by classical liberalism or neoliberalism with a provenance in the political economy of Hayek and Friedman. As such, it is committed to smaller government, individual responsibility and more market driven solutions to social problems. CIS gives more emphasis to academic research than other think tanks of its kind. This paper theorises think tanks as hybrid, boundary spanning organisations that work across academic, media, political and economic fields. An argument is proffered that it is the restructured state, with its loss of research capacity and fast policy making, which has strengthened opportunities for think tank influence across the policy cycle in education. With SFoB, CIS used a political moment, the first Abbott federal government budget focused on ‘budget repair’, to argue a case for reducing government educational expenditure as a percentage of GDP in the long term. That policy moment was used for recommending the abolition of the federal department of education and further dismantling of public schooling. SFoB is shown to be exemplary of the conservative advocacy think tank report genre in its usage of ‘mediatized’ language, surface accoutrements of academic research, and user focus. SFoB is a manifestation of what can be seen as the ideas for policy work of CIS, dressed up as research.     

‘Education and the working class’: a conversation with the work of Dennis Marsden and his contribution to the sociology of education

This paper is both a careful analysis of a seminal piece of work in the sociology of education, as well as a passionate plea to revisit with renewed urgency, the way in which education continues to fail unacceptably large numbers of working-class children. Through closely examining the work of Dennis Marsden (with his colleague Brian Jackson) in Education and the working class, the paper argues that this pioneering work done in working-class Huddersfield the 1950s, remains a stoic statement of what is wrong with working-class education, and is as rich in substantive and methodological insights as when it was written in 1962. By taking some biographical slices of key contemporary scholars, in particular Stephen Ball and Diane Reay, who have themselves been prolific scholars in this field, the paper speaks to the central arguments of Marsden’s unique work through their biographies, while establishing the distinctiveness of Marsden’s contribution to understanding social class within the wider field of sociology of education. The paper argues for a reinvigoration of the elusive search for the kind of authentic understandings of working class pioneered by Marsden, as the basis for an equitable and just schooling for working-class children.     

From ‘ritual’ to ‘mindfulness’: policy and pedagogic positioning

Schools and professionals respond to statute in different ways. However, professional activity is more than mediated response to policy. Versions of pedagogy are not simply envisaged on high and enacted in the workplace. This paper examines how professional views formulate policy imperatives. It proposes that to understand pedagogy requires an understanding of the ways in which professional selves are realised in relation to the policy formation process. To do this, positioning theory is used to describe how practice produces policy. Accordingly, the paper examines the dynamic interplay between: first, the story lines unfolding within and outside school; second, the positions adopted by individuals in the course of pedagogic decision-making. Third, the illocutionary (that achieved in saying something) and perlocutionary (that achieved by saying something) effects of language. Following this ‘positioning triad’, the paper proposes ‘pedagogy as ritual’ and ‘pedagogy as mindfulness’ and how these are representative, respectively, of limiting and delimiting pedagogic discourses.     

Politics,knowledge and objectivity in sociology of education: a response to the case for ‘ethical reflexivity’ by Gewirtz and Cribb

The present article examines the relationship between political values and social research, with particular reference to the case for ethical reflexivity in sociology of education put forward by Gewirtz and Cribb. It is argued that their case for such reflexivity is flawed by conceptual imprecision and over‐determination of the links between value commitments, knowledge and the political implications of research. Drawing on a case study of a controversy in sociology of education, combined with a more discriminating conceptual analysis of political values in social research, it is suggested that the Gewirtz–Cribb ‘manifesto’ for routine ethical reflexivity may be inefficient and impractical. An alternative way of thinking about political reflexivity in sociology of education is offered, as are some possible avenues of philosophical resolution between the main protagonists of the longstanding debate on ‘what to do about values’ in sociology of education.