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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 paper considers Olive Banks' work on charting the history and development of British feminism, and particularly her use of collective biography as a research and analytic tool. It is argued that while this has been seen as the least 'fashionable' aspect of her work, it took forward C. Wright Mills' contention for one definition of sociology as the interaction between biography and history, and predated by a decade or so similar work on prosopography by Bourdieu from the 1990s onwards. More recently other sociologists and educationists have taken up this methodological approach, including Jane Martin and Bronwyn Davies and Susanne Gannon. [ABSTRACT FROM AUTHOR]

This paper focuses on the educational experiences of a group of African Caribbean and mixed ‘race’ young people from the perspectives of their parents. The discussion is set within a national context where children of African Caribbean origin are one of the lowest achieving minority ethnic groups in the UK and are disproportionately one of the highest ethnic groups of children excluded from school. The parents recount a pattern of cumulative negative experiences which for many of the children results in academic underachievement and becoming demotivated to learn, by a system that they feel has rejected them, or imposed exclusion. The story is hardly new but it provides important further evidence that schools need to tackle head-on factors such as low teacher expectations and negative stereotyping of young black people and their contribution to black underachievement. [ABSTRACT FROM AUTHOR]

This section presents several articles offering sociologists' views on cuts in British higher education as of 1984. John Brennan contributes a nation-wide view of the cuts in the public sector, outlines institutional policies and prejudices and suggests strategies for survival. His paper also shows that the distinctive ecology of public sector higher education poses both threats and opportunities for sociology. Meanwhile, Alan Waton provides a macro-view of the UGC action. Rosemary Deem writers of her experience as a County Councilor involved in working for the retention of courses in a public sector college and provides the only contribution with a happy ending. Also Ivan Reid discussed the problems and potentials of strategies for survival. According to Brennan, there never was a golden age for the polytechnics. He further said that they have experienced cuts and financial stringency over a long period of time. He also said that the effects have been gradual and have become almost taken for granted. Ivan Reid stated that it is difficult to establish whether sociology and sociology of education face threats over and above that posed to higher education in general. The intimate relationship of sociology of education with teacher education has meant that it has shared the fate of closures and cut-backs with the other disciplines of education and faced many of these well before the present situation.

This article contrasts the use of ethnographic research procedures in the study of schools in Great Britain and the U.S. It also reflects on differences between the anthropology and the sociology of education. In the course of this exploration the authors also hope to draw together much of the literature from the respective countries and disciplinary fields. There is an obvious and striking difference between British and U.S. school ethnography. Whereas the U.S. research on schools and classrooms has been conducted primarily by applied anthropologists, that in Great Britain has been done overwhelmingly by researchers who see themselves as sociologists. It is noticeable that several researchers working as sociologists were trained as anthropologists or began work in anthropology departments. Where British research has looked to North America it has been to U.S. sociology in genera--especially symbolic interactionism and ethnomethodology. The article also attempts to establish that the Atlantic really does divide school ethnographers into differing traditions. It establishes the truth of the authors' claim that school and classroom ethnography in the U.S. and Canada is predominantly anthropological in orientation, while that in Great Britain is more sociological.

Pupils of White and Black Caribbean descent make up the largest category of mixed heritage pupils in the United Kingdom. As a group they are at risk of underachieving and are proportionally over‐represented in school exclusions. Yet little is known to date about the barriers to their achievement. The common‐sense explanation for their underachievement is often in relation to the perception that mixed‐heritage people are more likely to have ‘identity problems’ and low self‐esteem because of their mixed backgrounds. In some cases, this view is further compounded by low teacher expectations associated with the socio‐economic background and household structure of some mixed heritage pupils. By drawing on qualitative data from recent research,1 this article will explore the barriers to achievement faced by White/Black Caribbean pupils in English schools. We argue that although White/Black Caribbean pupils are likely to experience a similar set of barriers to achievement as Black Caribbean pupils, there are important distinctions to be made. The specific barriers to achievement identified for White/Black Caribbean pupils derive from socio‐economic disadvantage, low teacher expectation linked to misunderstandings of mixed heritage identities and backgrounds, and the behavioural issues and attitudes towards achievement linked to peer group pressures. [ABSTRACT FROM AUTHOR]

This article discusses the sociology of education. According to the author, most of the present generation of sociologists of education in Britain commenced their study of the discipline at a time when it was informed by a major consideration of the inequalities of social class. Sociologists and theologists share the gospel that the poor will always be with them, together with a reality of changing situations and definitions and with varying levels of interest and involvement. Some would argue that the cutting edge of the discipline has consequently been dulled, and that the more macro political dimensions of the analysis of education and society have been put aside in favour of smaller practical research questions. At the same time, interest in inequality in education can be seen to have both broadened and deepened. The analysis of social class relations in education has been challenged and extended by research on gender and race relations and policy makers have developed an interest in formulating equal opportunity or equality policies in education in these areas. Sociological analyses of education have in the last decade encompassed many more aspects of schooling. Within an era of economic recession and dominance of monetarist values, ideologies so much part of the educational consensus, such as the concept of equal opportunity, have been reframed and pushed to one side.