This paper asserts that academics, unless they work for or in malign regimes, do not make 'mistakes', but work within their own historical period using their knowledge of past thinking. Thus, debates ...on race, ethnicity, race relations and so on, and the plethora of competing definitions and approaches, take place within specific historical times. The paper notes that for John Rex, racism was always the problem, to be defined and explained. It reviews the research carried out in Handsworth, Birmingham 1974-78, Rex's use of classical social theorists, and it refutes Banton's assertion that Rex did not engage with his critics. It concludes that Rex may well have been prophet in foreseeing the permanence of issues of race, ethnicity, multiculturalism, migration, integration, citizenship and a 'war on terror' in a global era.
Reviews of the first edition
"This book must become the classic text for students of education, social and welfare policies. Sally Tomlinson, doyenne of policy-orientated education and social ...research, has written with commendable clarity and comprehensiveness a superb book on British education."
- Journal of Social Policy"This book provides a context for understanding education policy which is currently missing from education and social policy courses. It should be compulsory reading."
- Len Barton, Institute of Education, University of London"The persistence and reinforcement of class advantage through English education policy is a key theme... this book does a superb job of both highlighting the key social justice concerns and controversies over the last fifty years and providing an overview of education policy developments over the same period."
- British Journal of Sociology of EducationHighly commended - S.E.S Book Prize 2002
The acclaimed first edition ofEducation in a Post-Welfare Societyprovided a critical overview of education policy since 1945. It demonstrated how a relatively decentralised education system became a system in which funding, teaching and curriculum are centrally controlled and privatisation encouraged, with education becoming a prop for global market economy rather than a pillar of the welfare state.The second edition continues the policy story up to 2005, covering two terms of a New Labour government and their plans for a third term. It also continues an examination of the relationship of education policy to social class, race, gender and the economy, paying attention to the educational disadvantages of some ethnic groups and refugee children. The book includes chronologies of education acts, reports and initiatives and summaries of major legislation.This is an invaluable resource for all those concerned with social policy and education, including educational researchers, professionals and politicians.
This book contains 12 papers examining policy developments and practices in the vocational education of British youths between the ages of 14 and 19. The following papers are included: "Foreword" ...(Tony Edwards); "Education 14-19: Divided and Divisive" (Sally Tomlinson); "Aims, Values and the Curriculum" (Richard Pring); "Patterns in Development" (Geoff Stanton); "A Critique of NVQs (National Vocational Qualification) and GNVQs (General National Vocational Qualifications)" (Alan Smithers); "Teachers' Views of 14-19 Education" (Sally Tomlinson); "Competition, 'Choice' and Hierarchy in a Post-16 Market" (Sheila Macrae, Meg Maguire, Stephen J. Ball); "The 14-19 Curriculum in Private Schools" (Geoffrey Walford); "Race and Ethnicity in Education 14-19" (David Gillborn); "Girls in the Sixth Form" (Tamsyn Imison); "Transition to What? Young People with Special Educational Needs" (Jenny Corbett); "Disruptive Behaviour and the Educational Wasteland" (Roger Slee); and "The Asdan (Award Scheme Development and Accreditation Network) Award Scheme: A Celebration of Professional Practice" (Roger Crombie-White). (MN)
This book is about the experiences of students in institutions of higher education from 'non-traditional' backgrounds. The expansion of Higher Education world-wide shows no signs of slowing down and ...there is already a large literature on who has access to higher education and to qualifications that offer higher life-time incomes and status. However to date there has been minimal focus on what happens to the students once they are in the institutions and the inequalities that they face. This book aims to fill this gap in the literature. The chapters demonstrate that the students and their families are finding ways of acquiring forms of capital that encourage and sustain their participation in higher education. Contributions from the UK, the USA and Australia reveal that the issues surrounding the inclusion of 'non-traditional' students are broadly similar in different countries. It should be read by all those leading, managing, or teaching in, institutions of higher education and all students or intending students whatever their background.This book is about the experiences of students in institutions of higher education from 'non-traditional' backgrounds with contributions from the UK, the USA and Australia which reveal that the issues surrounding the inclusion of 'non-traditional' students are broadly similar in different countries.
This article attempts to explain why it is that in England, despite twentieth-century moves towards egalitarianism in education, the selection and segregation of those regarded as being gifted, ...talented, or of higher ability in better resourced schools and programmes is now increasingly acceptable. Explanations for moves away from attempts to offer a common curriculum in equally well-resourced comprehensive schools centre round the hegemonic view that in a world of global economic competitiveness, national economies need to nurture high levels of knowledge and skills. Unsurprisingly, selective policies benefit the upper socio-economic groups with some concessions made to selecting out the able poor. The latest set of selective policies adopted by the English government centre round programmes for the 'Gifted and Talented'. The article uses work from the Frankfurt school of critical theorists, notably Herbert Marcuse's notion of 'One-Dimensional Man' to suggest that there is an irrational one-dimensional view of the world economy which leads to a competitive scramble to acquire élite qualifications, abandoning notions of equality and meritocracy, and deploying ruthless strategies which require economic, cultural and social capital. Parents and students in this one-dimensional world are subject to a permanent oppressive educational competition. The article concludes that many middle-class parents may come to feel dispossessed as promises held out for education and employment fail to materialise, and success in a competitive global economy proves to be a one-dimensional mirage.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NMLJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
17.
Comparing special education Tomlinson, Sally
British journal of sociology of education,
20/5/1/, Letnik:
33, Številka:
3
Journal Article
A tribute to Len Barton Tomlinson, Sally
British journal of sociology of education,
09/2010, Letnik:
31, Številka:
5
Journal Article
Recenzirano
This article constitutes a short personal tribute to Len Barton in honour of his work and our collegial relationship going back over 30 years. It covers how Len saw his intellectual project of ...providing critical sociological and political perspectives on special education, disability and inclusion, and his own radical political perspectives. Len's challenges to prevailing notions of individual deficiencies of intellect, and disability as a personal misfortune, are noted, as is his profound influence on practitioners, activists, students and academics worldwide. It concludes that his goal of challenging and unsettling conventional 'ways of knowing' has had wide and lasting influence and that it is imperative to understand what moral, economic and political judgements lie behind decisions to separate, segregate and exclude young people from mainstream education and their fellow citizens.
The old myth about the ability and variability of potential in children is a comforting myth, for those who are uneasy with the degree of inequality they see and would rather seek to justify it than ...confront it. The myth of inherent potential helps some explain to themselves why they are privileged. Extend the myth to believe in inherited ability and some can come to believe that their children will inherit part of a greater potential. These beliefs create and sustain inequality in society and allow for the creation of levels of ignorance in populations. This article uses insights from social geography and the sociology of education to examine how the myths are sustained past and present. It notes that countries with the highest degree of income inequality and the most unequal education systems have the worst outcomes for young adults, and these are the countries in which eugenic notions of inherited ability are resurfacing.
This unique book provides an examination of countries which converge on the issue of the low attaining population, despite differing on political, economic and cultural dimensions. Written by an ...internationally renowned scholar, Ignorant Yobs?: Low Attainers in a Global Knowledge Economy synthesises a range of complex, highly topical issues and suggests how those with learning difficulties might, with government and employer support, contribute to a flexible labour market. This book, using original discussions in England, the USA, Germany, Malta and Finland, will be of interest to a wide audience of policy-makers, practitioners, administrators, and politicians, in addition to undergraduate, postgraduate and research students and academics.
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