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The government's White Paper, Learning to Succeed: a new framework for post-16 learning, is here evaluated. The considerable strengths of the proposals – replacement of the TECs with Learning and Skills Councils, the adoption of social partnership in the membership of the new Councils, the substantial increase in resource and a large number of specific measures – are briefly welcomed. A number of serious reservations are then discussed in detail – for example, the absence of a model of change, the over-riding concern to meet the skill needs of business, the overreliance on human capital theory and the continued dependence on exhortation as a means of increasing employers' investment in training. Findings from The Learning Society Programme are then used to question some of the central assumptions underlying the official model of progress. It is argued that endless technocratic reforms are more likely to foster conformity, compliance and control rather than emancipation, empowerment and the enhancement of learning. Finally, it is concluded that the government is rightly pursuing radical, structural reform but is failing to recognize the potential of lifelong learning as a major lever on such change. [ABSTRACT FROM AUTHOR]

This paper critiques recent developments in educational discourse through an analysis of two UK Government White Papers and three specific problems. We argue that the latter herald forms of 'biocreep'. Echoing the analysis of such phenomena in the work of Michel Foucault, this gradual extension of 'biopolitics' into the field of education is a tendency which has accelerated with the Coronavirus pandemic and raises many questions for policy analysis. First, we show how the White Papers' approach to life and its related assumptions embody an attempt to further entrench the techniques of biopolitical population management in secondary and further education settings. Second, our analysis of the two Papers shows not just a deepening discursive shift towards ways of instrumentalising educational processes, but also identifies a triple problem of political assemblage: primo, this shift relies on the assemblage of a 'problematic subject'; secondo, it simultaneously assembles the problem of value extraction; and tertio, it obscures the problem of desire or unruliness of the assemblages created. Just as discursive practices of instrumentation, administration and evacuation try to manage these assemblages, they remain unable to contain the three problems they enshrine. [ABSTRACT FROM AUTHOR]

Fair access and widening participation currently occupy a prominent position in the UK higher education agenda, but these terms remain ambiguous. In this paper we identify two prominent strands of policy in the government's approach to access and the widening of participation and contrast these with a third, more progressive perspective. The academic strand seeks to attract 'gifted and talented' young people into an unreformed higher education system. The second strand, which we term the utilitarian approach, posits a need for reform. However, this is undertaken largely to meet the requirements of employers and the economy. In contrast, a transformative approach values diversity and focuses on creating a system of higher education that does not place the burden of change upon potential entrants. This framework is used to explore some of the implications of the government's White Paper The future of higher education. First, the purpose of higher education is discussed, with particular reference to the distinction between economic and social objectives. Second, the government's view of the structure of the higher education sector is examined, by scrutinizing the notion of institutional differentiation and the role of the access regulator. We conclude that within a more differentiated higher education sector different aspects of the access discourse will become dominant in different types of institutions. [ABSTRACT FROM AUTHOR]

Comments on the article discussing the national education research strategy in Great Britain. Definition on the function of strategy in the national education research; Opposition to the proposed Education Priorities Group; Threats to the academic freedom.

This article considers questions of ‘employability’, a notion foregrounded in the Green and White Papers on the Teaching Excellence Framework (TEF). The paper first questions government imperatives concerning employability and suggests a series of mismatches that are evident in the rhetorics in this area. This summary opens up elements of what I am calling the first ‘folly’ in the field. The second section of the paper considers recent research with individual academics engaged in employability activity. This research suggests another series of mismatches in the aims and outcomes of ‘employability initiatives’ and opens up a further series of ‘follies’ in the day-to-day practices of academics and students’ responses to them. The third section of the paper turns to academics’ reports of student behaviour in relation to the outcomes of their degree. This section develops an argument that relates to the final ‘folly’ associated with the current focus on employability. I argue that students’ focus on outcomes (which at face value suggests they have internalized the importance of employment) is contributing to the production of graduates who do not have the dispositions that employers – when interviewed – say that they want. The highly performative culture of higher education, encouraged by the same metrics that will be extended through the TEF, is implicated then innotpreparing students for the workplace. [ABSTRACT FROM PUBLISHER]

In the analysis of polices for lifelong learning, the gap between the rhetoric and reality has become the focus for much debate and concern. Reality is compared with rhetoric and both are found wanting. In this paper, we argue that such critiques misconceive the significance of rhetoric and we outline the form a rhetorical analysis of lifelong learning policy could take. Using the UK government's 1998 Green Paper and 1999 White Paper on lifelong learning as illustrations, we suggest that rhetorical analysis helps to point to the politics of discourse that is at play in policy-making processes. This is a politics – often dismissed as spin-doctoring – with which we need to engage if our own attempts to develop lifelong learning are to be persuasive. [ABSTRACT FROM AUTHOR]

This paper establishes and explains the important role of the Conservative Government of 1959–1964 in supporting the raising of the school leaving age in Britain from the age of 15 to 16. This was a significant and high-profile national issue that generated much educational, social and political debate around conflicting priorities during this period, and was emphasized in both the Crowther Report of 1959 and the Newsom Report of 1963. The Treasury was strongly opposed to the proposal due to its high financial cost. There was a large element of electoral opportunism involved in the Conservative Government’s approval of raising the school leaving age (ROSLA), announced in January 1964, but it also highlighted deeper complexities and reservations in Conservative attitudes to ROSLA as well as a long-term ambition to consolidate education as a Conservative issue. [ABSTRACT FROM PUBLISHER]

This paper focuses on the discursive shifts of emphasis of school headship since the 1980s in England, and the ways in which the repositioning of head teachers has gradually transformed professional work and relationships in schools via a discourse of management. Specifically, the paper identifies a ‘trilogy of school headship in England’ to indicate a process by which school headship has been repositioned – from head teacher, to manager, and to leader from the Education Reform Act of 1988 onwards. Drawing primarily on policy texts, the construction, within policy, of a head teacher endowed with power, responsibility and freedom will be detailed. Informed by both Fairclough and Foucault’s conceptions of discourse, this paper concludes that as a policy technology management subjects head teachers to ‘a twin process of autonomization plus responsibilization’ within which they become the linchpin of the delivery chain of policy and play a key role in the formation of ‘performative professionalism’. [ABSTRACT FROM PUBLISHER]

In recent years, education and family policy in the UK has sought to incorporate the views of children and young people through an active participation agenda, in the fulfilment of children's rights under the obligations of the UN Convention for the Rights of the Child. Drawing on empirical evidence, this paper suggests that this aspiration is flawed. The inclusion of young people's voices in decision-making is context dependent, and influenced by individual relationships, both positive and negative. It is framed by policies that subjugate children within disciplinary technologies that determine a regime of 'truth' about effective and appropriate participation. Drawing on data gathered as part of a wider study on the relationships between services users and services providers in special educational needs, this paper demonstrates that active inclusion of the voice of the child can be illustrated to be at least variable, and at worst prejudiced. It is suggested that the notion of participation produces tacit forms of 'government' that further classify and divide young people, magnifying their marginalization. [ABSTRACT FROM AUTHOR]

The predominant focus in this paper is on issues of school context and, in particular, on the dimensions of context at a large English comprehensive school that enable it to thrive within the current demands of the contemporary audit culture. Featuring interview data gathered from a number of senior educators, the paper draws on Braun et al's. (Braun, A., S. Ball, M. Maguire, and K. Hoskins. 2011. "Taking Context Seriously: Towards Explaining Policy Enactments in the Secondary School." Discourse: Studies in the Politics of Education 32 (4): 585 -596) heuristic device for thinking about the 'situated', 'professional' and 'external' dimensions of context at the school. This device supports an analysis of the school's intake (in particular the high cultural and class related aspirations of parents and students) and its values (namely the school's traditional ethos of academic and behavioural excellence). The central argument of the paper is that these contextual dimensions contribute significantly to the school's capacity to forge a worthy school identity within the current hyperaccountable and competitive environment where academic achievement (along increasingly narrow and conservative lines) and maintaining standards in relation to this achievement are utmost priorities. [ABSTRACT FROM AUTHOR]

This paper reports the findings of an Economic and Social Research Council-funded study investigating patterns of participation in UK higher education science programmes across two decades. Using data on applications and acceptances to university, the paper describes trends in the proportions of candidates who choose to study science and science-related degree programmes. Two key findings emerge. Firstly, in terms of age, occupational background and ethnic group, patterns of participation in science subjects have remained relatively stable over the period considered. Where inequalities do exist they appear largely unaffected by policies aimed at widening access. Secondly, the characteristics of students who study the broad range of science and science-related subjects are little different to those of the wider student population. However, where differences do occur they are in the type of science degree that individuals choose, with entrants from traditional backgrounds more likely to study the more prestigious science subjects. This is exemplified in the physical sciences which remain largely the preserve of White, traditional-age students from professional and managerial backgrounds. The analyses suggest that policies aimed at increasing or widening participation in science in UK higher education appear to have had limited impact on the social composition of the full-time undergraduate science population, in terms of their age, occupational and ethnic group. [ABSTRACT FROM AUTHOR]

The use of CCTV in schools is now commonplace in the UK. It is estimated that 85% of all UK secondary schools currently have CCTV systems in operation. The introduction of the Data Protection Act 1998 (DPA) (enacted in March 2000) meant that for the first time CCTV had direct legislation governing its use in the UK. This paper attempts to apply the decree to the widespread introduction of CCTV technology in schools and argues that the various elements of statute are impractical or inappropriate to educational institutions. The ill-defined and vague legislation presented in the DPA 1998 provides very little protection to the data subjects in schools (mainly pupils and teachers). In addition, the ubiquity of CCTV in schools in the UK far surpasses the enforcement capabilities and resources of the Information Commissioner's Office and as such any contravention of the scant provisions of the Act is likely to go unidentified and under-enforced. In consideration of the DPA, the paper elucidates numerous examples to suggest that a large number of schools are in contravention of the law. The paper outlines the need for bespoke policy to govern and regulate the use of CCTV in schools. Whilst the paper focuses on the case of the UK, it speaks to an international audience in concluding that the use of CCTV and surveillance technologies in schools requires greater scrutiny and regulation. [ABSTRACT FROM AUTHOR]

Two key themes of recent UK education policy texts have been a focus on 'quality' in public sector performance, and on 'equality' in the form of New Labour's stated commitment to equality of opportunity as a key policy objective. This twin approach can be seen at its most obvious in the concept of 'excellence for all'. This paper contends that in recent policy texts the vocabularies of quality management discourse and egalitarian discourse have become conflated, serving to mask key issues relating to educational inequality, seen at its most stark in the attainment gap. The paper argues that this has led to a failure to distinguish between the goals of quality management and the ends of egalitarianism. Discursive conflation of this sort risks obscuring the significance of socio-economic context and the limited impact of within-school action. The paper also suggests that the focus on equality in terms of school provision paradoxically risks entrenching social inequalities despite the appearance of egalitarian commitment. [ABSTRACT FROM AUTHOR]

This paper examines the extent to which the UK government's full service extended schools programme has the capacity to ameliorate educational inequality in urban contexts. It starts by examining a variety of explanatory narratives for educational inequality in urban contexts in the UK and suggests that the dynamics of social exclusion created by urban decline has generated particular types of polarised urban communities whose analysis has often been decoupled from research on educational reform programmes in urban schools. The paper argues for the need to re-couple educational process with the dynamics of urban context and suggests that the most recent educational policy development of full service extended schools (FSES) may present distinctive opportunities to complete such a synthesis. The paper then locates FSES within a broader set of government approaches that attempt to deal with social exclusion and educational disadvantage. It then draws on research conducted by the authors and others that has examined notions of FSES in the UK and beyond. It will argue that at present the evidence for the capacity of such an initiative to synthesise effectively educational process with the dynamics of urban context and hence resolve successfully the problems of educational inequality in such contexts is at best inconclusive. [ABSTRACT FROM AUTHOR]

The paper presents an empirical analysis of education policy in England that is informed by recent developments in US critical theory. In particular, I draw on ‘whiteness studies’ and the application of critical race theory (CRT). These perspectives offer a new and radical way of conceptualizing the role of racism in education. Although the US literature has paid little or no regard to issues outside North America, I argue that a similar understanding of racism (as a multifaceted, deeply embedded, often taken-for-granted aspect of power relations) lies at the heart of recent attempts to understand institutional racism in the UK. Having set out the conceptual terrain in the first half of the paper, I then apply this approach to recent changes in the English education system to reveal the central role accorded the defence (and extension) of race inequity. Finally, the paper touches on the question of racism and intentionality: although race inequity may not be a planned and deliberate goal of education policy neither is it accidental. The patterning of racial advantage and inequity is structured in domination and its continuation represents a form of tacit intentionality on the part of white powerholders and policy-makers. It is in this sense that education policy is an act of white supremacy. Following others in the CRT tradition, therefore, the paper’s analysis concludes that the most dangerous form of ‘white supremacy’ is not the obvious and extreme fascistic posturing of small neo-nazi groups, but rather the taken-for-granted routine privileging of white interests that goes unremarked in the political mainstream. [ABSTRACT FROM AUTHOR]

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 concerned with spin to the detriment of both transparency and substantive policy-making. In the collection and analysis of the data from the ESRC-funded study of the English Education Action Zones (EAZs) policy upon which this paper draws, spin arose as a prominent theme. For example, spin was often raised explicitly by those interviewed as an activity that they needed to be reflexive about and engage in. It was described as shaping the fortunes of the policy or in some cases as constituting the policy. Frequently overt attempts were made by those being researched to try to 'persuade' the researchers of a particular spin which should be put on the research questions and/or reports. The overarching purpose of this paper is to illustrate the complex relationship between spin and policy, using the English EAZs policy as an example. The first section of the paper defines spin and places the concept in historical context. It then goes on to explore the role of spin in the construction and evolution of the policy, drawing particular attention to the dynamic, endemic, and disciplinary nature of the policy of spin. Whilst spin is conventionally understood as something separate from policy, as something that is 'done to' policy in order to make it attractive to particular constituencies, the central argument of this paper is that spin needs to be understood as operating on two levels, often simultaneously. At one level it operates as a strategy of impression management, where a range of tactics are used to attempt to control the impression that 'the public' gets of New Labour policies. However, those policies and the spin that represents them to 'the public' cannot be understood as distinct and separate entities because the policies cannot be neatly abstracted from the spin. Thus, at another level, one also needs to focus on the constitutive role that spin plays. [ABSTRACT FROM AUTHOR]

This paper places educational devolution in the UK within an historical context. It starts from the premise that the differences within the current educational systems of England, Scotland, Wales and Northern Ireland stem not only from the changed educational/political context following devolution but also from established contrasting histories and traditions. The paper combines historical and educational policy analysis to explain how this intra-national variation has come about, concentrating upon the period 1944 to the present day. In the process, it argues that a fusion of history and education policy analysis provides an illuminative method for understanding the multitude of factors that have contributed to the complex contemporary structures of education in the UK. It also suggests that both historians of education and policy sociologists have in the main failed to adopt a so-called 'home-international' approach to the analysis of education policy and have (understandably) been pre-occupied with the English context of educational reform, the effect of which has been to under-estimate the complexity of policy recontextualization in the UK. The paper concentrates particular attention upon debates over selection and comprehensive schooling and observes that, at the beginning of the 21st century, England has effectively ended its association with 'the comprehensive ideal', which in a post-devolutionary era, makes it distinctive from certainly two and possibly three of the other constituent parts of the country. The paper uses historical reference points to theorize about how this situation has come about. [ABSTRACT FROM AUTHOR]

This paper begins by noting the centrality of the issue of working-class school failure within the sociology of education in Britain. It argues that recent government policies have taken insufficient account of sociological work on the impact of social class on educational success and failure. It also suggests that sociologists should pay more attention to middle-class education. The importance of this is illustrated through reference to research on the trajectories of pupils receiving different forms of secondary education. The paper then argues that social inclusion policies need to address a variety of forms of middle-class self-exclusion from mainstream public provision as well as working-class social exclusion. It concludes that education policy needs to be located within a broader social policy framework. [ABSTRACT FROM AUTHOR]

This paper explores the relationship between social class and parental agency. It does so through an analysis of the findings of a recently completed qualitative research project exploring parental voice in relation to secondary schools. The first part of the paper presents a summary of a typology of parental interventions. This illustrates some of the differentials between parents in terms of their access to and deployment of a range of social, cultural and material resources, all of which translates into varying levels of effectiveness in finding and using a voice in their relationship with their children's school. The second part of the paper focuses on the middle-class parents at both schools, suggesting that more nuanced differences in their attitudes to various educational issues (namely discipline and appropriate parental involvement) are closely linked to the class fractions which they belong. It is argued that, despite the broad title of 'middleclass', variations within this general grouping in parental education, occupational pathways and spatial mobility affect their approaches to the education of their children. [ABSTRACT FROM AUTHOR]

As governments worldwide articulate the rhetoric of a 'knowledge economy' traditional cultures of education management and leadership are found to be wanting. At the same time, growing recognition that market and managerial reforms have not improved levels of educational performance has increased government interest in the transformative powers of business and charismatic leadership. This paper considers this phenomenon with reference to the changing conditions of corporate leadership taking place in the further education (FE) sector. Whilst ostensibly a 'very English' case study, the paper draws attention to the wider implications of managing and socializing others in the self surveillance rules of corporate education culture. Drawing on data from an Economic and Social Research Council (ESRC) funded project the paper analyses the shifting discourse of leadership as it is experienced by principals and senior managers involved in the study. In so doing the paper seeks to examine how principals and senior managers mediate changing education policy agendas in a sector recovering from an intense period of financial crisis, industrial action and low staff morale. [ABSTRACT FROM AUTHOR]

This paper proposes a new way of conceptualising education policy and also begins to develop a new method of policy analysis. In both instances, it draws on the theoretical and conceptual tools of Foucault, and in particular his concept dispositif. It posits an historical and ontological formation - a policy dispositif -with formative roots in historical reflections on 'how to govern". This contingent policy formation is comprised of a multiplicity of heterogeneous elements, including material objects, discourses, practices and subjectivities. Although it is argued that hegemonic discourses and rationalities have an ontological effect on the dispositif, as an amorphous polymorphic formation it is not so much deter-mined by these, but is rather engendered by strategic struggles over the meaning and governing of education. In developing a new method of policy analysis, three analytical trajectories are identified for investigating the performative and dispositional ontology of micro-dispositifs - power, truth and subjectivation -and are put to work through an empirical case. Although the paper focuses mainly on the education state in England, this new conceptual and analytical framework has wide applicability for policy research in a range of national and local contexts. [ABSTRACT FROM AUTHOR]

This article focuses on theBuilding Colleges for the Future(BCF) initiative (2008) which saw a wave of new-build Further Education (FE) colleges spring up across England in the final years of the New Labour government. It draws on qualitative data from a research study focusing on four new-build colleges in the West Midlands of England to theorise the BCF initiative. Using theory derived primarily from Lefebvre, the paper contextualises BCF within a frame of neoliberalisation and discusses the impact of the ‘production of space’ represented by the initiative with a research focus on two areas: pedagogy and ideology. The main findings are that these new-build colleges can be interpreted as spatial expressions of policy-makers and others’ perceptions of teaching and learning; in ideological terms, they also trumpet a ‘new lifestyle’ and a ‘new art of living’ for FE staff and students that is however, in tension with residual pedagogical practices and values. The article concludes that despite being an expression of neoliberal abstract space, these new-builds can still be seen as providing a frame for alternative individual and collective encounters with education which may subvert and outlast the processes of neoliberalisation that they appear to embody. [ABSTRACT FROM AUTHOR]

While it is generally acknowledged that being ‘historically informed’ lies at the heart of critical accounts of education policy-making, the use of historically focused retrospective research methods within the field is rare. This paper makes the case for retrospective research at a time when some of the most significant episodes of post-war educational policy-making are fast passing into the realms of not-so-recent history. In particular, it is argued that current policy scholars now have an opportunity to revisit the issues and concerns regarding the formation of the ‘New Right’ education policy reforms 30 years ago. Drawing on the experiences of a recently completed study of educational policy-making during the 1979–1983 Thatcher administration, it is argued that retrospective methods offer a surprisingly rich opportunity to collect primary data from the policy elites of the 1980s. It is concluded that the time is right for the production of a useful addendum to the founding studies of educational policy sociology that were conducted at the time. [ABSTRACT FROM PUBLISHER]

This paper first draws on the political philosophy of R.H. Tawney to outline some universal principles for the provision of socially just education. It then moves onto a more pragmatic approach, analysing where the injustices lie in contemporary British education and outlining policies and practices that are socially just, not in an instrumental neoliberal sense but in terms of more egalitarian social democratic and socialist traditions. The final section of the paper focuses on Finland as the closest example of a socially just education system, before arguing for a rethinking and reworking of Tawney’s educational thinking for the twenty-first century. [ABSTRACT FROM PUBLISHER]

This paper presents the case of a relatively low-profile policy initiative that has been successively reframed as part of larger policy ensembles within UK schools over a six-year period, and translated during this time at national and school levels. The policy examined is that of study support or out-of-hours learning. The trajectory of this policy is traced as it is first launched within an educational policy ensemble around the raising achievement agenda and then re-framed as part of the then New Labour government’s major educational and social policy agenda of Every Child Matters. Drawing on interview data from head teachers and teachers, the ways in which study support policy was translated in two contrasting schools over this period is explored, highlighting different tensions with national policy and local agendas. The ‘fate’ of study support as an initiative is questioned following a change of government in the UK and in the context of global education policy developments. This analysis of the re-framing of a low-profile policy adds to our understanding of the cycles of policy ensembles and their translation by different agents in different sites over time. [ABSTRACT FROM PUBLISHER]

The swift nature of school reform enacted by the new Conservative-led coalition government has sparked debate over the future of state education in Britain. While the government rhetoric suggests a decisive break with past policies, there is evidence to suggest that these reforms constitute the next stage of a long revolution in education reform, centred around neoliberal market discourse. In the following paper, I examine the current government’s education policy discourse and, by employing techniques of post-structuralist discourse analysis, reveal the government’s attempts to rearticulate education around the logics of market, responsibilisation and self-esteem, which act to shift responsibility for social problems from the state to the individual. Furthermore, I shall argue that such rearticulation has been coupled with an ideological fantasy of ‘empowerment’, which conceals the subordination of actors to these neoliberal logics by constituting the parent and, more recently, the teacher as powerful actors who have been freed from legal and bureaucratic constraints forced upon them by central government. [ABSTRACT FROM PUBLISHER]

This paper examines the implications of policy fracture and arms length governance within the decision-making processes currently shaping curriculum design within the English education system. In particular, it argues that an unresolved 'ideological fracture' at the government level has been passed down to school leaders whose response to the dilemma is distorted by the target-driven agenda of arms length agencies. Drawing upon the findings of a large-scale online survey of history teaching in English secondary schools, this paper illustrates the problems that occur when policy-making is divorced from curriculum theory, and in particular from any consideration of the nature of knowledge. Drawing on the social realist theory of knowledge, we argue that the rapid spread of alternative curricular arrangements, implemented in the absence of an understanding of curriculum theory, undermines the value of disciplined thinking to the detriment of many young people, particularly those in areas of social and economic deprivation. [ABSTRACT FROM AUTHOR]

This paper builds upon an earlier analysis presented in this journal. Using official figures for school compositions and for outcomes at KS4 from 1997 to 2007, this paper considers each of the annual cohorts of new Academies in England, from 2002 to 2006. It shows that their level of success in comparison to their predecessors, national averages, their changing compositions and their changing exam entry practices are insubstantial. Of course some schools are gaining higher scores since Academisation, but others are gaining lower scores. Using the most recent results available there is no clear evidence that Academies produce better results than local authority schools with equivalent intakes. The Academies programme therefore presents an opportunity cost for no apparent gain. [ABSTRACT FROM AUTHOR]

This paper explores some particular aspects of the privatisation of public sector education, mapping and analysing the participation of education businesses in a whole range of public sector education services both in the UK and overseas. It addresses some of the types of privatisation(s) which are taking place 'of', 'in' and 'through' education and education policy, 'in' and 'through' the work of education businesses. This entails a traversal of some of the multi-level and multi-layered fields of policy: institutional, national and international. Such an approach is important in demonstrating the increasing diversity and reach of some of the education businesses and their different kinds of involvements with different institutions and sectors of education. It also makes it possible to set local rhetorics, such as 'partnership', within the context of corporate logics of expansion, diversification, integration and profit. [ABSTRACT FROM AUTHOR]

This paper considers the recent introduction of Citizenship Education in England from a governmental perspective, drawing on the later work of Foucault to offer a detailed account of the political rationalities, technologies and subjectivities implicated in contemporary education policy in the formation and governance of citizen-subjects. This is understood in terms of making citizens 'governable', but importantly not unproblematically 'governed'. I illustrate my account with interviews with members of the Crick Advisory Group and an analysis of the Crick Report, in order to explore the discourses and practices of educational policy-making. Trends are identified in education policy research which serve to de-politicise the policy realm and narrow the scope of ethical and political consideration. I therefore make use of Derrida's post-structuralism to argue for an expanded conceptualisation of education and politics, and for further interrogation of the purpose, scope and temporal imperatives of education, in a theoretical-empirical approach which takes seriously the geography of power in education policy and practice. [ABSTRACT FROM AUTHOR]

This paper investigates aspects of policy implementation that relate to 'Excellence in Cities', a UK government initiative. Local Education Authority (LEA) personnel and school teachers, responsible for implementing the Gifted and Talented (G&T) strand of that initiative, were interviewed. These co-ordinators were involved in the selection of school students to participate in an interventionist programme, the Urban Scholars programme at Brunel University. The Urban Scholars programme has nine participating LEAs in the London region. The LEA co-ordinator and one school co-ordinator from each authority were interviewed through a semi-structured interview schedule. They were asked the question: 'What influenced your choice of school student for the Urban Scholars programme?' This generated data on their definitions of gifted and talented and the way the register of pupils, selected as gifted and talented, was socially constructed. The analysis of the responses to this question suggests that the social construction of the G&T register is an example of what had been described in policy sociology literature as performativity and fabrication. Further, we found that the LEA and school co-ordinators were struggling to align their educational philosophy with a selection process that offers particular children extra resources. The dissonance between policy and practice highlights the concept of meritocracy as problematic. [ABSTRACT FROM AUTHOR]

This paper looks at Ofsted and particularly special measures regimes as part of a disciplinary mechanism. It examines issues such as school effectiveness theories, the increasing powers of Ofsted, and life under special measures and links it to performativity, discipline and surveillance using the metaphor of the panopticon. The change in teachers’ accountability is traced, along with the rise in the audit culture in teaching, and the increase in the power of Ofsted. The research context is a case study of a school over the period 1999–2003. During this time the school was placed into special measures and provided an opportunity to examine the effects of a key Government policy. The issues researched were Ofsted, special measures and the effects that these had on schools and teachers. The paper argues that a special measures regime is an example of panoptic discipline which I call panoptic performativity. The primary research is echoed by much of the existing research and first hand accounts of Ofsted inspections. I also locate special measures regimes in the context of Lyotard’s ‘performativity’, Foucault’s ‘normalization’, and the school effectiveness literature. [ABSTRACT FROM AUTHOR]

This is the first paper from a project which is part of the Economic and Social Research Council's programme of research into 'Teaching and learning'. The project, entitled 'The impact of policy on learning and inclusion in the new learning and skills sector', explores what impact the efforts to create a single learning and skills system are having on teaching, learning, assessment and inclusion for three marginalized groups of post-16 learners. Drawing primarily on policy documents and 62 in-depth interviews with national, regional and local policy-makers in England, the paper points to a complex, confusing and constantly changing landscape. In particular, it deals with the formation, early years and recent reorganization of the Learning and Skills Council (LSC), its roles, relations with government, its rather limited power, its partnerships and likely futures. While the formation of a more unified learning and skills system is broadly seen as a necessary step in overcoming the fragmentation and inequalities of the previous post-16 sector, interviewees also highlighted problems, some of which may not simply abate with the passing of time. Political expectations of change are high, but the LSC and its partners are expected to carry through 'transformational' strategies without the necessary 'tools for the job'. In addition, some features of the learning and skills sector policy landscape still remain unreformed or need to be reorganized. The LSC and its partners are at the receiving end of a series of policy drivers (e.g. planning, funding, targets, inspection and initiatives) that may have partial or even perverse effects on the groups of marginalized learners we are studying. [ABSTRACT FROM AUTHOR]

This article explores the previously quite marked absence from English policy debates on 14-19 education of issues that, in other developed countries, would be seen as key elements in the policy landscape. These are: the role of employers as providers of learning; the structure of employers' demand for skills, their recruitment and selection practices and the incentives this creates; the impact of labour market regulation on patterns of post-compulsory participation in vocational education and training. This article argues that these issues help explain our comparatively modest participation rates at 16-18 and that failure to confront such underlying structural factors makes progress on the kind of agenda raised by Tomlinson and the subsequent White Paper extremely problematic. It is suggested that recent developments may mark the start of a change in policy, with labour market issues gaining a new prominence. The article concentrates on the English institutional context, but many of the general points about the labour market and its interaction with young peoples' decisions about education and training hold good across the whole of the UK. [ABSTRACT FROM AUTHOR]

Ideology without competence is a dangerous vice. But competence without ideology is a limited virtue. (D. Miliband, Minister of State for School Standards, DfES) Opportunistic attempts have been made by successive governments to establish--some would say impose--sets of criteria against which the effectiveness of not-for-profit organizations like schools can be gauged. Most have been subjective: the extent of staff involvement in decision-making, the appropriateness of the leadership shown by senior managers, the percentage of inspected classes regarded as 'good', and so on. Lately, UK government rhetoric, using a lexicon borrowed from Business and Economics, suggests a willingness to move to new systems of reportage; centred on improvement rather than blame, on critical friendship more than on confrontation. There appears no longer to be the puritanical tendency among policy-makers to adopt measures that cause pain in the belief that they alone can be right, but do they constitute (as critics like Thrupp suggest) a random collection of well-intentioned but poorly theorized policies, or can they be cogently conceptualized into a whole? Previously, improvement measures judged schooling simply, in terms of external stakeholder outcomes, but failed to capture the essence of what it was to be (or what it took to become) a successful improving school. This paper suggests that current government policy, whether knowingly or not, is essentially describing improvement from a different perspective--an internal perspective of 'intellectual capital'. The paper knits together government policy statements on school improvement with a re-conceptualization of intellectual capital specifically designed for schools, offering an imposed coherence to government policy that could potentially change the way we think about inspection. [ABSTRACT FROM AUTHOR]

This paper draws upon data collected from 20 working class, inner city pupils in a British (London) school (in Year 11, aged 15/16 years) as part of a research study exploring the ways in which young people understand their options and identities. Pilot study data is used to develop an analysis of the processes through which inner city, working class young people come to leave school at the age of 16. Attention is drawn to issues of identity and inequality within processes of leaving education. In particular, we highlight the ways in which the young people viewed themselves as 'not good enough' and 'knew their limits' in relation to post-compulsory educational routes. It is suggested that these views were constructed and compounded by complex social and institutional factors, and were exacerbated by educational policies that impact upon inner city 'failing' schools and disadvantaged communities. [ABSTRACT FROM AUTHOR]

In the UK policy context, skills, education and learning are seen as a universal solution to a vast array of economic and social problems. In challenging this view, this paper argues that those educationalists calling for progressive reforms to the education system need to acknowledge the reality of the contemporary workplace and the institutional context of UK capitalism. When it comes to the question of how the UK might move towards a more inclusive high skills society, no matter where we start to look - be it the economy or a highly class-divided English education system - it all seems to add up badly. In challenging the current policy agenda, educationalists will need to insist that progressive educational reform cannot be separated from the struggle for broader political, social and economic change. [ABSTRACT FROM AUTHOR]

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 place if schools and services are going to meet the needs of all children and not just a privileged minority. The second focus is on the need to promote 'a culture of achievement', as, according to Blunkett, the vision 'depends on changing attitudes as well as the system itself'. This paper focuses on this second strategy, more specifically the government's attempts to change the attitudes of parents. It is argued that this strategy aims to eradicate class differences by reconstructing and transforming working-class parents into middle-class ones, that it represents possibly the most important and far-reaching aspect of New Labour's policy agenda, and that it has not so far received the attention it deserves. The paper is in two parts. The first part sets out what is involved in New Labour's programme of re-socialization and explores the mechanisms by which New Labour is attempting to universalize the values, attitudes and behaviour of a certain fraction of middle-class parents. The second part develops a critique of this programme. [ABSTRACT FROM AUTHOR]

Involving around #1 billion of expenditure over a five-year period, the National Grid for Learning (NGf L) initiative embodies the fast growing influence of both market and technological forces in UK education. The formation of the initiative can, therefore, be seen as a pivotal signpost for the direction of New Labour education policy-making, particularly with regard to the increased roles of the private sector and quasi-governmental actors in the development and eventual implementation of educational policy. Based on data gathered from a series of in-depth interviews with 'key actors' in the formation and initial implementation of the NGf L, this paper details the formation of the initiative and explores the mechanisms and structures of power and decision-making employed during its formation. Adopting the analytical frameworks of 'policy community' and 'policy network', the emergence and 'roll-out' of the National Grid for Learning is discussed in three distinct phases: the origins of the initiative; its initial policy formation; and, finally, its ongoing implementation and first stages of becoming a policy-in-practice. The paper concludes by discussing the NGf L as an example of current UK education policy-making and examines the national and global precedents underlying the nature of its formation. [ABSTRACT FROM AUTHOR]

In this paper, we describe one secondary school’s radical attempt to rethink the shape and purpose of education for its pupils, and its subsequent return to more traditional methods in the face of pressures of performativity and accountability. Framing our analysis within activity theory and its emphasis on contradiction as a driver for change, we describe the school’s move towards a thematic curriculum and ‘personalised learning’ as a process of productive tensions which enabled the development of new approaches to education. While these innovations were considered to be of major benefit to both teachers and pupils, a fundamental contradiction between the focus on individual development underpinning the new approach and the demands of accountability in a persistent culture of performativity proved to be insurmountable. We argue that this particular contradiction highlights the dominance of measurability in judgements of school success and individual progress, with consequences for the pupils’ longer term education futures. [ABSTRACT FROM PUBLISHER]

Since the 1980s, state schools in England have been required to ensure transparency and accountability through the use of indicators and templates derived from the private sector and, more recently, globally circulating discourses of ‘good governance’ (an appeal to professional standards, technical expertise, and performance evaluation as mechanisms for improving public service delivery). The rise of academies and free schools (‘state-funded independent schools’) has increased demand for good governance, notably as a means by which to discipline schools,in particular school governors– those tasked with the legal responsibility of holding senior leadership to account for the financial and educational performance of schools. A condition and effect of school autonomy, therefore, is increased monitoring and surveillance of all school governing bodies. In this paper, I demonstrate how these twin processes combine to produce a new modality of state power and intervention; a dominant or organizing principle by which government steer the performance of governors through disciplinary tools of professionalization and inspection, with the aim of achieving the ‘control of control’. To explain these trends, I explore how various established and emerging school governing bodies are (re)constituting themselves to meet demands for good governance. [ABSTRACT FROM PUBLISHER]

This article examines ethnic segregation in schools as a field where policy inaction, or non-decision making, is rife. A theoretical framework rooted in historical institutionalism and combining critical junctures with path dependencies enables the study of non-decision making and policy inaction. Moving from non-decision making as a general phenomenon to the specific case of British education policies, the focus is on ethnoreligious segregation between White British and South Asian Muslim students, which has become a salient issue in British politics and society. After a general discussion, the article zooms in on a North English town presenting typical constellations of ethnic segregation and mixing in neighbourhoods and schools. The subsequent policy analysis shows how, from the mid-1980s until recently, non-decision making has been predominant. Given the ongoing problematization of ethnic segregation in British politics and society, a reversal from policy inaction to formal decision-making seems possible. The article offers insight into the inner workings of non-decision making that have wider application, transcending any given locality and policy sphere. [ABSTRACT FROM AUTHOR]

The Programme for International Student Assessment (PISA) and Trends in Mathematics and Science Study are two highly respected studies of school pupils' academic achievement. English policy-makers have been disappointed with school children's performance on these tests, particularly in comparison to the strong results of young people from East Asia. In this paper, we provide new insight into the England-East Asia gap in school children's mathematics skills. We do so by considering how cross-national differences in math test scores change between ages 10 and 16. Our results suggest that, although average math test scores are higher in East Asian countries, this achievement gap does not increase between ages 10 and 16. We thus conclude that reforming the secondary school system may not be the most effective way for England to 'catch up' with the East Asian nations in the PISA math rankings. Rather, earlier intervention, during pre-school and primary school, may be needed instead. [ABSTRACT FROM AUTHOR]

This paper examines the concept of participation in relation to a range of recently imposed social and education policies. Drawing on recent empirical research, we explore how disciplinary technologies, including government policy, operate at the interface of service users and providers, and examine the interactional aspects of participation where the shift from abstract to applied policy creates tensions between notions of parental responsibility and empowerment, participation and 'positive welfare'. In this, our analysis raises three important issues/questions: whether existing mechanisms for engagement between service users and service providers enable any meaningful participation and partnership in decision-making; whether multiagency service provision is successfully incorporated within a participatory framework that allows service users to engage across and within services; and whether on the basis of our findings, there is requirement to remodel mechanisms for participation to enable user-experiences the opportunity to shape the way that services engage with families. [ABSTRACT FROM AUTHOR]

The proliferation of policy think tanks and more broadly the rise of 'policy networks' can be viewed as indicative of important global transformations in the nature of the state. That is, the emergence of new state modalities, with a shift away from government towards forms of polycentric governance, where policy is produced through multiple agencies and multiple sites of discourse generation. This paper addresses some particular aspects of this shift by focusing on a set of relationships and sites which have had some kind of influence upon the social and educational policies of UK New Labour governments. It has two main concerns. First, focusing on the generation and circulation of some of the key policy 'ideas' of New Labour, it maps out a related and overlapping set of policy networks which join-up government, think tanks and some individual interlockers, who 'straddle sectors and policy fields and settings'. Second, it highlights some of the main discursive elements that flow through these networks, in particular those of innovation and enterprise. They give particular emphasis on the role of 'social enterprise' and social entrepreneurs in the modernisation of public service provision and in providing solutions to intractable social problems. [ABSTRACT FROM AUTHOR]

This paper analyzes the contradictory location of the professional and managerial new middle class within the rising tension between old systems of the industrial capitalist model of education, epitomized by a reliance on high-stakes, standardized testing and the newer forms of production associated with the 'fast' capitalism of the global economy. The author argues that the professional and managerial new middle class is faced with a dilemma since they benefit from systems of high-stakes, standardized testing, yet require schools to also teach the types of skills and flexibility associated with knowledge economy. The analysis suggests that this dilemma represents the contradictory class location of the new middle class relative to both discursive and productive resources. [ABSTRACT FROM AUTHOR]

Partnership is a concept that is increasingly being used in the UK political arena. This article seeks to contribute to the existing understanding of the theory and practice of educational partnerships. It argues that although partnerships are usually defined as necessary, pragmatic and benevolent ways of organizing social welfare, in practice they are complex, contradictory and even paradoxical social phenomena. Drawing on research on working partnerships, this paper argues that there is a mismatch between the political rhetoric on partnerships and empirical partnerships. It suggests that these disjunctions are the manifestation of the effective rhetorical power of partnerships. The notion of partnership constructs a vision of public policy that stresses efficiency, devolution and participation and in which everyone seems to benefit. However, when the actual practice of partnerships is explored, a different picture appears. Rather than inclusive, symmetrical and democratic social practices, current partnerships are revealed to be facilitating and legitimating central policy decision‐making as well as the private sector involvement in the delivery of public policies. [ABSTRACT FROM AUTHOR]

Using the system in the UK as a case study, this paper begins by examining the relationship between the rise of the ‘new managerialism’ in the public services and the ideological framework that was provided for this by the convergence of key ideas emerging from the new right and new left. It looks then at the growth of the new educational bureaucracies to service this management culture and relates these to changes in the role of concepts of strategic management in the shift from the Cold War era to the present very different international configuration that has followed on from the demise of the Soviet Union and its satellite states. It provides a critique of the pervasive, supervisory, performance management culture that has emerged in the public services by using organization theory to question the applicability of these processes to education. Most critiques of the new managerialism in education have engaged with it on sociological or political grounds without attempting to examine how these particular approaches are accounted for within organization theory. It focuses on the work of one influential theorist in the field, arguing that his work offers rich critical insights which are particularly applicable to the organizational forms of educational management. Finally it evaluates the influence of this management environment on the quality of education arguing that its obsessive focus on quantitative outcomes and the ‘measurable’ has been a key factor in the narrowing of horizons and the impoverishment of educational policy discourse under the present Government and its immediate predecessors. [ABSTRACT FROM AUTHOR]

The analysis of assessment policy and practice from a critical/poststructuralist perspective is comparatively rare in education assessment writing. This paper is such an engagement. Texts derived from an earlier empirical study of assessment dialogue in infant classrooms were re-examined using a critical discourse analysis. While the approach was exploratory, the methodology and its outcomes are relevant to policy theory. The analysis examines two main aspects of classroom discourse – the performative, in relation to speech acts and metaphor – both for what they do in constructing personal and social realities for infant subjects. The discussion uses the concept of intertextuality to explore discourse relationships and change; it also considers the nature of dominant discourses and policy contestation. Questions about agency are raised. The complexity of policy as 'effect' is demonstrated. [ABSTRACT FROM AUTHOR]

This paper explores a range of policy frameworks in play in the field of special educational needs and their relationship with procedural fairness and substantive justice. Drawing on analysis of post-1993 English and Scottish policy documents, dominant motifs in special educational needs policy are identified. It is argued that in both England and Scotland, there is a shift away from a policy framework based on professional control. Legal and bureaucratic policy frameworks are of growing importance in both countries, but change has been more rapid in England. Finally, the implications of comparative research for special educational needs policy and wider education policy are discussed. [ABSTRACT FROM AUTHOR]