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In this article I begin by discussing the persistent problem of relations between educational inequality and the attainment gap in schools. Because benefits accruing from an education are substantial, the 'gap' leads to large disparities in the quality of life many young people can expect to experience in the future. Curriculum knowledge has been a focus for debate in England in relation to educational equality for over 40 years. Given the contestation surrounding views about curriculum knowledge and equality I consider the thinking of two philosophers, Jacques Derrida and Emmanuel Levinas, and their work on justice, to trouble the curriculum framework and discourse of knowledge promoted through the policy text of The Importance of Teaching: The Schools White Paper (2010) and later associated policy reforms to the General Certificate of Secondary Education ( GCSE) curriculum in England. The Schools White Paper aims to make the curriculum more challenging to students by introducing tight controls in terms of the assessment framework and curriculum knowledge. I argue that, when considered through Derrida's perspective on language and meaning and Levinas' view on the ethical responsibility for the other, the reforms present obstacles to the search for a just curriculum. I look to the work of Sharon Todd and Paul Standish for a re-imagination of curriculum as or through relations in the light of Derrida's and Levinas' philosophies. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to encourage re-reading and re-evaluation of a series of educational polemics published in the UK in the 1960s and 1970s, the Black Papers. These works proposed, for the most part, avowedly conservative views on education: condemning so-called "progressive" teaching methods and the re-organisation of secondary schools in the UK (especially England) into non-selective comprehensives. It is argued, however, that much said and written about the Black Papers since has concentrated only on selected "high profile" contributors, to the neglect of other contributors, often anonymous, whose comments were sometimes more measured/thoughtful. Design/methodology/approach - The work proceeds first by re-visiting the facts surrounding the writing of the Black Papers and their critical reception. It then analyses the nature of the contributors and describes selected essays not usually referred to when the Black Papers are discussed by historians and others. Findings - The work finds that the Black Papers are often infuriatingly and unhelpful polemical in nature but that much written about them since has concentrated only on selected contributors, ignoring others who were more measured. Originality/value - The work is perhaps the first critical re-reading of the Black Papers in any depth in several decades. It does not simply dismiss them as hysterical rants by ill-informed authors and suggests that they re-pay careful attention, despite their often polemical nature. [ABSTRACT FROM AUTHOR]

This article examines the spaces, materiality, and practices of (in)formal education and citizenship bound up in the educational cultures of the Council for the Preservation of Rural England (CPRE) in 1930s England. Founded in 1926, the CPRE aimed to preserve rural amenities through concerted action, by working through their constituent societies as a centre for furnishing or obtaining advice and information, and importantly, by educating public opinion. While much work has examined inter‐war preservationism and the CPRE's focus on planning legislation and design, less attention has been paid to the CPRE's cultures of education for children and young people. Drawing on archival research, this paper considers two educational topics, namely, nature study and school design, and makes three key contributions to the geographies of education. First, that the CPRE mobilised the notion of amenity to provide an experiential and intuitive education in preservationism: amenity was both education and educator. Second, that this education was linked to notions of (future) citizenship, hope, and (future) preservationism, becoming an education that would remain with the child throughout their life. Third, this article explores the CPRE's authority, revealing the ways in which it was often complex and precarious, as well as the ways in which the Council drew on other forms of authoritative identities, spaces, and structures. In so doing, this paper contributes to ongoing academic debates on the complex and fluid boundaries of (in)formal education. [ABSTRACT FROM AUTHOR]

This paper analyses the factors central to the practices and realities of historical educational support for destitute and neglected children in the Manchester Certified Industrial Schools (MCIS) to determine how the schools acted to support the lives of children who were removed from parental guardianship. In nineteenth-century England, the most vulnerable children, destitute and often neglected (specifically, those considered to have improper guardianship), posed a serious challenge to public order in urban society. This study employs primary records to trace the experiences of four children during and after MCIS enrolment. Prior to the current study, none of these records had been used in research. The analysis of records demonstrates that MCIS officers supported and followed up students even after they were discharged to help them survive without their parents and become conventional members of society. [ABSTRACT FROM AUTHOR]

The paper offers to substantiate a claim about the so-called Meritocratic Conception of how educational opportunities ought to be distributed. Such a conception holds an individual's prospects for educational achievement may be a function of that individual's talent or effort levels but should not be influenced by their social class background. The paper highlights the internal tension in the Meritocratic Conception between on the one hand a prohibition on the influence of social class on educational opportunities and on the other a permission to allow unequal educational opportunities on the basis of talent and effort. This tension obtains because individuals' talent and effort are themselves subject to influence by social class. The paper makes a positive case for an interpretation of the Meritocratic Conception that resolves this tension in favour of an egalitarian version, such that social class represents an objectionable determinant of unequal educational prospects even when its influence is mediated through the cultivation of talent and effort. This argument is further supported through an explanation that the character of social class as a systemic social source of the structure of individuals' opportunities makes it an objectionable influence on educational opportunities. [ABSTRACT FROM AUTHOR]

This paper discusses the future of Schools Library Services in the North West region of England based on a research project recently undertaken by the Centre for the Public Library and Information in Society at the University of Sheffield on behalf of MLA North West. The research has revealed somewhat of an identity crisis for Schools Library Services in the region, encouraged by educational policy, changing public library service priorities and subsequent issues surrounding service perceptions, awareness and ownership. The research has revealed a desire within the sector for a more visible alignment of Schools Library Services within the empirical services to children and young people agenda. Particular opportunities exist within the literacy development remit, building upon best practice examples in the region concerning reader development projects and family learning initiatives. Recommendations include the formation of a regional professional network designed to promote a seamless library service to children from early years to young adulthood including staff training, advocacy and proactive service marketing under a strong and identifiable regional brand. [ABSTRACT FROM AUTHOR]

Conservative trends across western schooling contexts are signalling an explicit devaluing of social and moral learning within their official curriculum mandates. These mandates are increasingly privileging the ‘academic rigour’ of traditional subject disciplines. This paper draws on interview and observation data from a case study of a large and highly diverse English secondary school to explore this school’s prioritizing of social and moral learning. Such prioritizing is supported at this school by its ‘Academy’ status—which in the English context allows schools a measure of freedom over curriculum as part of broader government moves to increase school autonomy. The paper’s focus is on how these conservative trends are understood and disrupted to support a critical view of existing curriculum and a desire to modify and re-shape it to support more relevant and connected learning for students. The paper describes particular examples of practice at the school in the areas of Citizenship and Religious Education to illustrate this approach. Engaging with social and moral learning along these lines is argued as productive in working within and against the constraints of current conservative curriculum priorities. [ABSTRACT FROM PUBLISHER]

Vocational qualifications in England are undergoing another round of reform. This paper starts by reviewing the alleged weaknesses of English vocational qualifications, but argues that these do not necessarily establish a case for radical reform. The issue is not so much whether the system needs to be changed as the nature of the change that is needed. The paper argues for a more deliberative and incremental approach and proposes five principles upon which this should be based. These are the following: that the process of change is as important as the content of change; that institutions matter; that the purposes of reform need to be clear, consistent and realistic; that reforms should help to create a more unified qualifications system; and that the interests of the UK’s other home countries should be considered. [ABSTRACT FROM PUBLISHER]

This paper discusses the strengths of using ethnographic research methods in cross-national comparative research. It focuses particularly on the potential of applying such methods to the study of migrants and minority ethnic youth in education, where large-scale quantitative studies or single-sited ethnographies are currently dominant. By linking findings and methodological reflections from a research study into the schooling experiences and life projects of migrants and minority ethnic youth in England and Spain, the paper shows how cross-national comparative ethnographies enable researchers to (1) contextualise and compare topics identified by research participants in the course of the fieldwork, (2) analyse topics, which only appear in one research setting and (3) explore and challenge how concepts and categories are employed by research participants in different settings. This, it is argued, makes such research methods particularly well placed to identify issues, which young people themselves find important to their schooling, and explore how these interlink with local practice. [ABSTRACT FROM PUBLISHER]

In England and Wales government pressures to raise attainment has led many schools to implement structured “ability” grouping in the form of setting. The introduction of selective grouping has been justified with the assumption that the differentiation of students by “ability” advances students’ motivation, social skills, independence and academic success in national tests and examinations because students are “better engaged in their own learning”. This paper critically engages with this assumption. Drawing upon qualitative research conducted in primary and secondary mathematics, science and English setted classrooms in England the aim of this literature review is to consider how teachers’ pedagogic practices with low, middle and high “ability” sets facilitates and/or constrains students’ learning and potential achievement. We also explore why, despite strenuous criticism and moves towards egalitarianism in schools, the segregation of students on the basis of “ability” continues to be a common feature in schools in England and Wales. This literature review draws attention to a number of substantive issues including (but not restricted to) fixed and permanent grouping; the potential misplacement of students to sets and a culture of stereotyping where learners within a set are taught as a single homogenous unit. We conclude the paper by suggesting foci for future research in the hope of eliciting renewed critical interest in and investigation of setting by “ability” in a broader range of subjects of the curriculum. [ABSTRACT FROM PUBLISHER]

Young people who are not in education, employment or training (NEET) are construed by policy-makers as a pressing problem about which something should be done. Such young people’s lack of employment is thought to pose difficulties for wider society in relation to social cohesion and inclusion, and it is feared that they will become a ‘lost generation’. This paper draws upon English research, seeking to historicise the debate whilst acknowledging that these issues have a much wider purchase. The notion of NEETs rests alongside longstanding concerns of the English state and middle classes, addressing unruly male working-class youth as well as the moral turpitude of working class girls. Waged labour and domesticity are seen as a means to integrate such groups into society thereby generating social cohesion. The paper places the debate within it socio-economic context and draws on theorisations of cognitive capitalism, Italian workerism, as well as emerging theories of antiwork to analyse these. It concludes by arguing that ‘radical’ approaches to NEETs that point towards inequities embedded in the social structure and call for social democratic solutions veer towards a form of comfort radicalism. Such approaches leave in place the dominance of capitalist relations as well as productivist orientations that celebrate waged labour. [ABSTRACT FROM PUBLISHER]

This paper proposes a new perspective for higher education policy research. It introduces the concept of policy object to designate the discrete preoccupation(s) of a policy text (e.g. a new governance regime, a quality system, or new degrees) and suggests that actor conceptualisations of the policy object intersect with other elements in the policy process to shape enactment and outcomes. First, the policy object concept is described. It is argued that the policy object does not have an objective existence and two concepts are proposed to explain it: ontology and enacted ontology. The former refers to what actors believe the policy object is, a socially-construed context-determined conceptualisation, whereas enacted ontology refers to what the policy object becomes further to enactment under the influence of ontology. Second, the paper presents the findings of a comparative study of master degrees further to the Bologna process in different national and institutional settings to illustrate the policy object approach. This research puts forward arguments to suggest that the policy object could be an important variable to consider in policy research. This somewhat different lens, inviting fine-grained attention to a specific policy object (its ontologies and enacted ontologies), could bring additional insight into policy outcomes. [ABSTRACT FROM AUTHOR]

All secondary schools in England have been required to teach Relationships and Sex Education (RSE) since 2019, which has raised particular challenges for – and confrontations with – religious minorities. This paper draws on ethnographic research to centre analysis on the fraught moral binds felt by Jewish parents and educators as they struggle to decide when and how to equip children with knowledge while needing to conform to institutional positions on what protection means. Bodily knowledge is redacted across religious/state models of education, which propagates the maintenance of social boundaries and definitions of sexual transgression, but do not stop the quests and questions that adolescents harbour during puberty and development. The paper draws attention to the use of bracketed words in feminist scholarship to convey how terms are projected as having universal meanings or connotations, which are, in reality, socially situated or at least used in socially sanctioned ways. [ABSTRACT FROM AUTHOR]

This paper’s focus is on an alliance of schools in England that came together as part of the National Teaching Schools initiative. Drawing on interviews from Head Teachers within the alliance, the paper explores issues of school collaboration from a premise that such collaboration is paramount to school improvement within the current climate of increased school autonomy and increasingly rigid accountabilities. The Head Teachers highlight key factors that supported effective school-to-school collaborations associated with sharing their expertise and fostering active and cooperative connections. They also, however, highlight factors that undermined genuine collaboration associated with a prioritising of the performative demands and economic imperatives of the audit culture. The impact of this prioritising should, it is argued, be considered in any analysis of school collectives within the current English education system – particularly given their proliferation and the responsibility placed on them in terms of school improvement. [ABSTRACT FROM PUBLISHER]

This paper explores the role of teacher educators in schools and universities in England and the changes that have arisen within the field of initial teacher training (ITT) as a result of the Coalition Government’s (2010–2015) School Direct initiative. The discussion which follows and the conclusions suggested are live, current and of pivotal interest to all universities with ITT programmes, as well as all schools involved in the delivery of ITT, and to all parties with a policy interest in the supply of effective teacher education. After setting the context, the discussion starts with a critical examination of ITT policy in England over the course of the last 20 years. We then consider troubling binaries inherent in teacher education and go on to explore insights from research: the importance of beliefs; the problem of enactment; and the theory/practice divide. These insights are then used to craft the enabling constraints for third-space activity designed to set in motion a hybridisation process from which a new breed of teacher educator could emerge. We suggest that university and school colleagues working together in collaborative partnership can provide a principled pedagogical path through a changing landscape of education policy. [ABSTRACT FROM PUBLISHER]

The global community, from UNESCO to NGOs, is committed to promoting the status of women in science, engineering and technology, despite long-held prejudices and the lack of role models. Previously, when equality was not firmly established as a key issue on international or national agendas, women's colleges played a great role in mentoring female scientists. However, now that a concerted effort has been made by governments, the academic community and the private sector to give women equal opportunities, the raison d'être of women's universities seems to have become lost. This paper argues otherwise, by demonstrating that women's universities in Japan became beneficiaries of government initiatives since the early 2000s to reverse the low ratio of women in scientific research. The paper underscores the importance of the reputation of women's universities embedded in their institutional foundations, by explaining how female scientific communities take shape in different national contexts. England, as a primary example of a neoliberal welfare regime, with its strong emphasis on equality and diversity, promoted its gender equality policy under the auspices of the Department of Trade and Industry. By contrast, with a strong emphasis on family values and the male-breadwinner model, the Japanese government carefully treated the goal of supporting female scientists from the perspective of the equal participation of both men and women rather than that of equality. Following this trend, rather contradictorily, women's universities, with their tradition of fostering a 'good wife, wise mother' image, began to be highlighted as potential gender-free institutions that provided role models and mentoring female scientists. By drawing on the cases of England and Japan, this paper demonstrates how the idea of equality can be framed differently, according to wider institutional contexts, and how this idea impacts on gender policies. [ABSTRACT FROM AUTHOR]

This paper discusses the sociological issues raised by a recent study on school councils in England. This study revealed a lack of clarity among policy-makers and schools regarding the purpose of provision for pupil voice. The paper argues that this allows important questions about the functions of pupil voice to be avoided. While suggesting ways in which schools could refine their provision, the paper asks whether more effective pupil voice would make the concept less attractive to policy-makers and schools in the first place. It goes on to highlight more fundamental questions raised by critiques of notions of 'voice'. Connected to this, the paper outlines the potential for pupil voice to support neo-liberal as well as progressive ends. It concludes by arguing that teachers must grasp the opportunities provided by pupil voice to ensure that it serves 'collaborative' rather than 'managerial' professionalism. [ABSTRACT FROM AUTHOR]

In this paper, I use the case of the marketisation of higher education in England to contribute to the growing interest in placing markets, and processes of market making, more centrally within economic geographical research agendas. In particular, my argument focuses on the spatiality of marketisation through the specific case of the introduction of undergraduate student fees in England from 1998 onwards. I argue that the marketisation of English higher education has operated, implicitly at least, with a territorial logic in which students fees are justified through an assumption that the value of a degree from an English university will arise from graduate salary premiums in domestic graduate labour markets. However, I demonstrate how English higher education overflows this territorial framing through the internationalisation of student choice and graduate labour markets in ways that challenge the marketisation process itself. This analysis reveals the hitherto comparatively neglected role of extra-territorial relations in marketisation and the importance of these geographies for the future marketisation of higher education. [ABSTRACT FROM AUTHOR]

How have funding, art education, and politics affected the development of performance and interdisciplinary art? In England in particular, performance as an experimental and radical art practice developed largely from underground activities, political action and a range of art forms. Funding bodies, colleges and art institutions eventually accommodated, albeit to a limited extent, this activity. As financial circumstances were sometimes difficult, artists often provided their own support structures and organisations. Some of these became established as they became successful. Performance art split from the theatrical and became defined as live art. In more recent times, conditions shifted again, and critical, experimental, or avant-garde theatre, film, music, etc., found refuge within contemporary art. Performance however, became increasingly confined and restricted by: the regulatory and academic requirements within universities; the need for evidence for some form of public or social purpose by funding bodies; and the increasingly hostile social and political circumstances. This research draws partly from personal experience and reflects on cultural conditions since the 1970s. [ABSTRACT FROM AUTHOR]

This paper presents findings from a survey of pre-service teacher training institutions in England with regard to the provision of health and well-being education. It examines factors affecting the inclusion of health and well-being, and explores educational implications in light of the changing landscape of pre-service teacher education in England. Provision of health and well-being education is noticeably variable across institutions, and many course leaders are unclear about the coverage in their partner schools. Course leaders regard health and well-being as an important part of the curriculum, but the focus is usually on generic health-related themes such as child protection and behaviour management, which address Government priorities, rather than on specific topics such as education about diet, drugs, alcohol, smoking, sex and relationships and physical activity. The paper argues that these aspects should be addressed for pre-service teachers to have an increased sense of self-efficacy and become capable health promoters. [ABSTRACT FROM PUBLISHER]

English education has recently experienced radical policy reform in the areas of school autonomy and accountability. The key focus of this paper is on how schools might best navigate through these policy moves. It highlights how these moves have constructed schools, teachers and students in problematic ways but also how they are offering possibilities for improving the quality of schools and schooling. The focus here is on the promise and scope of school collaboration. The difficulties of creating socially responsive and responsible collaboratives in the current ‘heterarchical’ and market-oriented policy environment are acknowledged. Guided by quality democratic governance, they are, nonetheless, presented as crucial in supporting schools to productively deal with the demands of this environment. [ABSTRACT FROM PUBLISHER]

This paper draws on research with young people from similar working-class backgrounds in a deprived urban area in England. Although all the participants achieved a high enough attainment level to remain in full-time education beyond compulsory schooling, they each elected to follow different post-16 pathways. Drawing on in-depth interviews with nine young people, the paper focuses on the social and educational lives of these young adults as they reflect on their schooling and the decisions they made regarding their post-16 pathway. The analysis and discussion draws on the concepts of approaches to learning and self-efficacy to support a more nuanced understanding of intra-class differences in the educational experiences of these young people that may have influenced the pathway they followed when they left compulsory schooling. The findings of this research suggest a potential relationship between these concepts, the nature of which may influence educational outcomes and notions around possible post-16 futures. [ABSTRACT FROM PUBLISHER]

This paper explores the management and outcomes of a specific model of intergenerational learning, concerned with student digital leader support in a number of secondary schools in England. A local educational partnership set up a student digital leader project late in 2011, which aimed to develop a range of skills and outcomes for both the digital leaders themselves and for a potentially wider variety of personnel within the schools. Five schools were involved in the project. The student digital leaders shared their digital technology expertise with others with less developed skills, including teachers and managers in these schools. The study reported in this paper explored ways that the digital leader initiative was implemented, identifying and analysing outcomes and issues arising. Evidence from informants and from the analysis of benefits arising indicates that the student digital leader initiative led to a variety of positive outcomes. A key finding and conclusion is that this form of initiative has involved some students who tend not to be involved in other leadership or school-wide activities. The initiative enables these students to contribute to the community, rather than just receiving from it; students become active contributors to, as well as receivers from, the educational system. [ABSTRACT FROM AUTHOR]

In this paper we argue that postgraduate education forms an important, but hitherto neglected, element in the distinctive institutional landscape of the City of London. In particular, and drawing on research into early-career financial and legal elites in the City, we show how postgraduate education tailored to the demands of employers within London plays an important role in indoctrinating early-career elites into situated, Cityspecific, working practices and, in so doing, helps to sustain the City's cultures and norms of financial practice. Specifying the role of postgraduate education in reproducing these situated City practices is significant because, although geographical variegation in working practices between international financial centres has been widely reported, less attention has been paid to how such institutionally embedded differences are created and sustained. By identifying education as one mechanism of creation and sustenance, our analysis enhances understanding of how the institutional landscapes that underlie financial centres might be maintained or, when necessary, challenged; challenge being significant in relation to attempts to reform practices and cultures in international financial centres in the wake of the 2007-08 crisis. [ABSTRACT FROM AUTHOR]

Background: The paper plots some shifts in educational policy between 1988 and 2009 in England that launched the rhetoric of a ‘gender gap’ as a key political and social concern. The rhetoric was fuelled by a rise in the importance of quantification in technologies of accountability and global comparisons of achievement. A focus on boys and attainment emerged, along with new requirements for measuring educational achievement in the context of debates about standards and the growing marketisation of education following the 1988 Educational Reform Act (ERA) in England and Wales. Purpose: Theoretically, the paper explores the effect of ‘gender gap’ rhetoric on pedagogy. The arguments about pedagogy presented here are based on the premise that sex-group is different from gender. Sex-group is a form of labelling and categorising persons as either male or female with reference to a biological classification that focuses on genitalia and reproductive organs. The emergence of ‘gender gap’ rhetoric is investigated within a temporal perspective, through an overview of guidance to teachers about pedagogy published between 1932 and 2007. This temporal lens becomes a heuristic for presenting the main point of the paper, which is that technologies of measurement construct reified representations of the learner. This is used to demonstrate how gender, as a sociocultural and political phenomenon, morphed into sex-group, a biological categorisation, and how this has had unintended effects of pedagogy. Sources of evidence: Analysis of three landmark educational documents focuses on changes in representations of society, the learner and pedagogy. The documents are the Hadow Report (1931), the Plowden Report (1967) and a guidance document for teachers called ‘Confident, Capable and Creative: supporting boys’ achievements’ (Department for Children, Schools and Families 2007,http://www.foundationyears.org.uk/wp-content/uploads/2011/10/Confident_Capable_Boys.pdf). Main argument:Analysis demonstrates the way that technologies of measurement construct reified or ‘ideal’ representations of the learner and how technologies used for measuring sex-group difference have changed across time. Shifts in representations of the learner, from the ‘bone child’ to the ‘gene child’ and eventually to the ‘masculine child’ were detected. These shifts represent a gradual decline in the emphasis on pedagogy as nurture, towards a heightened focus on the supposedly innate characteristics of individuals, in line with neoliberalism. Conclusions:The discussion points to some of the unintended effects on pedagogy and practice that take place when gender becomes sex. If teachers are constantly presented with the message that boys and girls learn differently due to innate genetic make-up, they may assume that whatever pedagogic strategies they employ, these will be ineffective in the face of what some educational consultants tell them are boys’ and girls’ innate genetic features. In effect, teachers are being told that biology controls learning and that social and cultural contexts, and thus their own classroom environments, cannot counter the forces of nature. Some methodological implications of studying gender as opposed to sex-group are discussed. The conclusion advocates a shift back to the study of gender as a historical, sociocultural phenomenon. [ABSTRACT FROM PUBLISHER]

In the context of the international problem of 'early school leaving', this paper explores the issue of sustained participation in upper secondary education in England. It focuses in particular on the position of middle attainers, who constitute a large proportion of the cohort and whose progress will be vital in realising the government's goal of 'Raising the Participation Age' to 18 by 2015. The paper draws on evidence from national research undertaken as part of the Nuffield Review of 14-19 Education and Training in England and Wales and analysis of New Labour and Coalition policy between 2000-2012. It uses a three-year local study of 2400 14- and 16-year-olds in an established school/college consortium to illustrate the effects of policy and practice on middle attainers. We argue that this important group of young people was 'half-served' by New Labour, because of its incomplete and contradictory 14-19 reforms, and is now being 'overlooked' by Coalition policy because of its emphasis on high attainers. We conclude by suggesting a range of measures to support the 14+ participation, progression and transition of middle attainers in the English education and training system. [ABSTRACT FROM AUTHOR]

This paper argues that direct control of the early years literacy curriculum recently exercised by politicians in England has made the boundaries between research, policy and practice increasingly fragile. It describes how policy came to focus most effort on the use of synthetic phonics programmes in the early years. It examines why the Clackmannanshire phonics intervention became the study most frequently cited to justify government policy and suggests a phonics research agenda that could more usefully inform teaching. It argues that, whilst academics cannot control how their research is eventually used by policy-makers, learned societies can strengthen their ethics policies to set out clearer ground rules for academic researchers working across knowledge domains and with policy-makers. A stronger framework to guide the ethical interpretation of research evidence in complex education investigations would allow more meaningful conversations to take place within and across research communities, and with research users. The paper suggests some features for such a framework. [ABSTRACT FROM AUTHOR]

This paper explores how the creation of a socially and ethnically mixed student body relates to mobility within the context of Beaumont Academy. This authoritarian school opened in 2004 under the ethos ‘structure liberates’. Based in a predominantly deprived, ethnic minority area of London, Beaumont seeks to culturally transform its students. With its outstanding GCSE results, the school has been championed as a blueprint for reform, yet the cultural implications underlying this approach remain unexamined. The ethos pathologizes the surrounding area while essentializing itself as an ‘oasis in the desert’ liberating students through discipline. The paper explores how mobility is embodied by students and the alterations or eliminations necessary to achieve it. These alterations produce raced and classed positions and bring them into focus, highlighting who needs to ‘adjust’ themselves to accrue value. Uncritical celebrations of mixed-ness conceal structural inequalities lingering beneath the rhetoric of happy multiculturalism and aspirational citizenship. These inequalities are exacerbated by a marketized education system. [ABSTRACT FROM PUBLISHER]

Curriculum and its associated assessment are at the heart of educational systems worldwide. In light of perceived national educational stagnation or decline, as well as of performance in international league tables such as Programme for International Student Assessment (PISA), countries have embarked on curriculum and assessment reforms. This is particularly true in England, where currently wholesale changes are being introduced throughout the system. The curriculum and qualification system in England privileges that which is tested over any other expression of knowledge, which leads teachers to concentrate on teaching what is assessed, either externally through examination papers or internally through coursework. In the summer of 2012, following curriculum and assessment reforms to General Certificate of Secondary Education (GCSE) qualifications, serious concerns were raised about the marking and awarding processes for GCSE English, culminating in legal action. Using that experience as an example of assessment policy and practice gone awry, this article explores the ramifications of rapid qualifications changes and posits that some of the problems that plagued GCSE English in 2012 could be repeated, albeit in different guises, after revised qualifications are introduced in 2015. [ABSTRACT FROM AUTHOR]

The advent of a new inspection system in January 2012 has created new challenges for both the teaching profession and for the inspectors of education given the task of implementing it, as the new framework demands increased involvement by serving teachers and head teachers as part of the inspection process. This paper draws on evidence from a current funded research project to examine the implications of engaging current practitioners in the inspection role. It explores the professional values and skills that are required in order to successfully effect the new framework and considers whether these may conflict with professional teaching identities, thus raising the possibility of further tensions in the inspection – and governance – of education in England. [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]

Managing the demand for higher education has been a major concern of successive UK governments over the last 30 years. While initially they sought to increase demand, latterly the emphasis has been on widening participation to include demographic groups among which it has traditionally been low. There had long been an academic and policy interest in the drivers of demand, but an appreciation of the contrasting patterns between different geographical areas was relatively late to emerge. Little research has thus far focused on the extent to which demand within an area is a function of background factors with a spatial dimension. For example, while it is known that demand tends to be lower in deprived areas, it is not well understood what specific features of deprivation cause this. This paper reports the findings of a quantitative study using linear regression modelling to determine which localised factors played a significant role in the demand for higher education between 2004 and 2009 in English local authority areas. It concludes that attainment at 16, the proportion of working-age graduates and the ethnic profile are major explanatory variables, but that the nature of the local employment market also plays a role in explaining changes over time. Coinciding with other significant changes in the education sector, the abolition of the Aimhigher initiative in July 2011 marked the return of demand management back to individual universities, so the importance of spatial patterns in higher education demand are likely to be of renewed importance in coming years. [ABSTRACT FROM AUTHOR]

This paper addresses some recent changes in the landscape of state education in England. In particular, it focuses on the way in which Academies, state-funded independent schools introduced by New Labour and now being drastically extended and taken further by the Coalition government, are contributing to the ongoing and increasing blurring of the welfare state demarcations between state and market, public and private, government and business; and are pointing up the shift in the role of the state from ''directing bureaucracies'' to ''managing networks'' (Smith 1999). Academies have been contracted out to a wide range of sponsors (entrepreneurs, business, charities, faith groups) and removed from local authority control (they are funded directly by central government). They involve a deliberate attempt to promote a new set of values and modes of action in public education, enterprise and competitiveness in particular. The paper will look closely at the case of one multi-academy sponsor, the charity Absolute Return for Kids (ARK), which was founded by a group of hedge fund managers and is rapidly expanding its involvement in state education in England (and in the USA, India and Uganda), taking up positions and roles previously reserved for the state itself and bringing new practices and methods to bear upon education problems. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to assess the value of accredited leg ulcer education in influencing changes in practice. This is a before and after educational evaluation that adopted a qualitative survey approach of 12 primary care nurses attending the Nurse-Led Assessment and Management of Leg Ulcers accredited CPD module at a London university. The findings revealed that 6 out of the 8 nurses who completed the final interviews were satisfied that all learning outcomes for the module had been met. All of the nurses commented they had changed at least one aspect of practice following the module with the majority stating a number of improvements had been made relating to improved knowledge, practical skills, treatment and patient concordance. The evaluation was limited to a small cohort of primary care nurses and further longitudinal research is required to investigate the effectiveness across multiple cohorts. [ABSTRACT FROM AUTHOR]

The secondary school system in England has undergone a radical transformation since 2010 with the rapid expansion of independent academies run by private companies (‘academy trusts’) and funded directly by central government. This paper examines the development of academies and their predecessors, city technology colleges, and explores the extent and nature of continuity and change. It is argued that processes of layering and policy revision, together with austerity measures arising from economic recession, have resulted in a system-wide change with private, non-profit-making companies, funded by central government, rapidly replacing local authorities as the main providers of secondary school education. [ABSTRACT FROM PUBLISHER]

Poland's accession to the European Union in May 2004 brought many new possibilities and opportunities for Polish migrants to the United Kingdom. However, the focus on individual migrants has underestimated the complex roles of families in migration strategies and decision making. This paper brings together data from two studies of Polish migrants in London. In 2006-2007, we carried out a qualitative study, Recent Polish Migrants in London. That research examined how families may be reconfigured in different ways through migration, for example, transnational networks and splits within families. While the study participants represented varied examples of family reunification, they also revealed the complex decision making processes about leaving, staying, rejoining and returning. In our most recent study, Polish Children in London Primary Schools, we interviewed parents, who had migrated with children, about their experiences and expectations of London schools. This study revealed that the age of children was usually a factor in family migration decision making. There was a common expectation that younger children could easily adapt to a new school and learn English quickly. Drawing on the findings of these two studies, this paper will explore firstly, the variety of family migration strategies and secondly, the factors that inform migrants' decisions to bring their families (especially children) or to leave them back home. Finally, the paper concludes by considering some of the policy implications of our findings. [ABSTRACT FROM AUTHOR]

As subjects of the parental right to choose (DES, 1988), parents are called upon to fulfil certain duties and responsibilities when choosing a secondary school for their child, with the expectation that they might navigate the school system ‘successfully’ and become ‘better informed consumers’ (DCSF, 2008). To comply with these rules of citizenship parents are encouraged to make use of a variety of information on schools as part of a realistic and informed choice, one that is consummate with their role as consumer-citizens. Such ‘cognitive mapping’ is evident in school brochures and websites where choice is assembled on the basis of visual iconography and narrative terrains. This leads to a consideration of how choice is visually mediated and communicated through the circulation of symbols and the structure of narratives. To explain these phenomena, I analyse and compare the ways in which two all-girls faith secondary schools attempt to (further) define themselves, culturally, historically and pedagogically, in a crowded field of choice. I conclude the paper with a discussion of the benefits and insights generated through a visually orientated approach to the study of school choice. [ABSTRACT FROM PUBLISHER]

Purpose – This paper seeks to outline four scenarios developed for the future of the South West Midlands region of England. Like many depressed regions in the UK, the foundation industries that initially developed the region have gone. Manufacturing is continuing to decline and the low-skilled economic underpinnings of the region have all but disappeared. The population, however, has not changed with the times, but remains low-skilled and largely unemployable to many of the industries the region is trying to attract to regenerate itself. Despite this economically depressed picture, the region is renowned for its sense of community and regional identity, and hence crime is uncharacteristically low given the economic and demographic circumstances of the region.Design/methodology/approach – A range of methodologies were employed to inform scenario building for the future of the region, including a literature review, interviews with employers and community leaders, a word association exercise and questionnaire with children approaching school leaving age, and data analysis of demographic and economic trends.Findings – Four scenarios were developed as possible futures for the region to help inform policy making, in particular educational policy to encourage more young people to remain in education for longer and gain higher qualifications.Practical implications – The paper offers practical ideas for (re)engaging young people in education in a depressed region where the value of education has never really been appreciated.Originality/value – This paper offers readers alternative perspectives on an area of education that might otherwise be ignored and finds positive ways forwards to further promote education in the region. [ABSTRACT FROM AUTHOR]

This paper reports on the findings of work to develop a Clinical Leadership Competency Framework (CLCF) that will be used by all the regulated clinical professions across the UK. The CLCF was created, with the agreement of the NHS Institute for Innovation and Improvement and the Academy of Medical Royal Colleges, from the Medical Leadership Competency Framework (MLCF), which was created and developed and is owned jointly by the NHS Institute for Innovation and Improvement and the Academy of Medical Royal Colleges. Although the context and scenarios described in the MLCF are particular to doctors, the generic leadership competences were considered potentially applicable to all clinicians in their practitioner roles. The aim of this project was to work with the clinical professions to build leadership awareness and capability across the health service, by assessing the readiness of the clinical professions to embed leadership competences in undergraduate education, postgraduate training and continuing professional development. The work that has been undertaken to date shows that there is widespread recognition that leadership is important, and that the development of clinical leadership is viewed as absolutely critical. It represents a fundamental change in the way we train and educate clinicians. The next step for the CLCF project team is to work with professional bodies, regulators and education establishments to help them to embed the CLCF effectively, and this work is already under way. [ABSTRACT FROM AUTHOR]

Changes in childcare practice in England and other parts of the world have raised many issues for educators. Current practice places emphasis on reflective practice and stresses the use of professional judgement ground in evidence-based practice. The authors argue that this is most likely to be achieved if students understand the importance of balancing rational-technical and practice-moral social work activity. This paper explores the use of experiential learning techniques as a method for teaching students how to achieve this balance. The paper describes the experiential learning techniques used on the childcare component of a qualifying social work course and considers the rationale underpinning the developments. Through this example, consideration is given to the learning opportunities that encourage students to use evidence-based practice effectively. The paper includes the experience of a student and the lessons learnt by both students and educators. [ABSTRACT FROM AUTHOR]

In 2014, research was undertaken to examine social workers' confidence, understanding and awareness of child sexual abuse (CSA) as it was suggested that a decline in numbers of reported incidents might be due to a decline in levels of understanding and awareness. Semi-structured interviews were conducted with twenty-five first-line, middle and senior managers and two chairs of local safeguarding boards across six local authorities in England. Focus groups were conducted with fifty-four social workers. Key themes revealed a complex array of issues, ranging from the diverse forms of CSA and exploitation that social workers are required to address, the variable support and training available, and the inter-disciplinary nature of much of the work. Although social workers undertake this important work with a strong sense of commitment and concern for children, they face a number of challenges. Paradoxically, whilst their work on these cases is the source of intense scrutiny, the training, support and supervision, and role clarity required to undertake this work well are often overlooked. The aim of this paper is to discuss the research findings and to identify implications for social work practice, training, multi-agency work and future research. [ABSTRACT FROM AUTHOR]

This article analyses early years education policy in England from 1918 to 1972, applying the theoretical ideas of John Kingdon. Throughout this period, the educational needs of young children were a low political priority, but they did occasionally rise on the agenda. When the issue gained prominence, politicians considered two key policy alternatives for potential investment: the expensive, self-governing nursery school, orientated towards promoting children’s physical health, and the cheaper nursery class, attached to an infant school, perhaps better at easing transition to formal education. After an initial period of damaging indecisiveness, the choice fell first on nursery schools and then on nursery classes. The reason that such fundamental changes in approach were possible was that an underlying lack of political commitment meant policies were only ever partially implemented. This chaotic pattern of development has had a damaging effect on the coherence of early years services offered today. [ABSTRACT FROM PUBLISHER]

The last 20 years has witnessed the spread of corporatism in education on a global scale. In England, this trend is characterised by new structural and cultural approaches to education found in the ‘academies’ programme and the adoption of private sector management styles. The corporate re-imagining of schools has also led to the introduction into the curriculum of particular forms of character education aimed at managing the ‘emotional labour’ of children. This paper argues that character education rests on a fallacy that the development of desirable character traits in children can be engineered by mimicking certain behaviours from the adult world. The weaknesses in the corporate approach to managing ‘emotional labour’ are illustrated with empirical data from two primary schools. An alternative paradigm is presented which locates the ‘emotional labour’ of children within a ‘holding environment’ that places children’s well-being at its core. [ABSTRACT FROM PUBLISHER]

The study of how policy processes shape religious education as a curriculum subject, rather than within faith schooling, is relatively unexplored. This paper applies a policy analysis perspective to an important distinction in non-confessional English religious education, which has also been adopted internationally: ‘learning about religion’ and ‘learning from religion’. The changing nature of the distinction in English policy documents from 1994 is examined in the light of three main voices of influence on educational policy: neo-conservatives, neo-liberals and progressives. These changes are also analysed through three policy contexts: influence, text production and practice. Revisions to policy wording are interpreted in the light of this theory, showing the growing significance of neo-liberalism, and the nature of compromise, amendment and ambiguity.The implications for an understanding of the inter-relationship between policy, pedagogy and practice are then considered. [ABSTRACT FROM PUBLISHER]

In this paper we examine different aspects of the inclusion debate, including how it has been shaped by the political context in England over the past 30 years. We then give consideration to the key argument that has dominated the inclusion agenda over the last decade: should effective inclusion be considered only as placement in mainstream school settings, or can one consider inclusion in a specialist placement as successful? Research studies examining the views of children, parents and teaching staff are also discussed. Consideration is given as to whether a 'universalist' view of inclusion (in which special schools should not be offered) is one that is feasible and desirable. The key arguments highlighted include those relating to 'quality' in education, academic and social inclusion, human rights, parental choice and teachers' attitudes and skills. The role of some professional groups in supporting inclusion, such as educational psychologists ( EPs) and Special Educational Needs Coordinators ( SENCos), is also examined. [ABSTRACT FROM AUTHOR]

This paper investigates the relationship between stream placement and the academic progress made by children in England in Year 2 of primary school, drawing on data from the longitudinal Millennium Cohort Study (MCS). The MCS is a sample of 19,000 children born across the UK around the turn of the century and their families. Academic progress was compared between children in England in the ‘top’, ‘middle’ or ‘bottom’ streams, and among the majority of non-streamed children. Multiple regressions took into account child, family and school characteristics and showed that stream placement significantly impacted on the academic progress made by children. Children in the ‘top’ stream achieved more and made significantly more academic progress than children attending schools that did not stream, while children in the ‘middle’ or ‘bottom’ streams achieved less and made significantly less academic progress. The reasons for this and the educational implications are discussed. [ABSTRACT FROM PUBLISHER]

Educational and occupational aspirations have become an important reference point in policy debates about educational inequality. Low aspirations are presented as a major barrier to closing educational attainment gaps and increasing levels of social mobility. Our paper contributes to this on-going debate by presenting data on the educational aspirations of students from the Effective Provision of Pre-School, Primary and Secondary Education Project in England. We analyse factors that help predict students holding high aspirations. Our findings reveal generally high aspirations across all students but also differences by income group and other background factors. We evaluate the significance of these findings for the existing literature and public policy discussions about the importance of raising educational aspirations. In particular, we question the way in which low aspirations are framed by policy-makers as a major problem in debates around educational inequality. [ABSTRACT FROM PUBLISHER]

Over the last 40 years, teacher education in England has been the focus of a stream of ‘reforms’ with the ultimate aim of placing provision into schools, the justification for such a radical policy being that higher education is alleged to be failing to provide good quality teachers thereby compromising the social and economic development of the country. The process whereby these reforms have been introduced is described and then used as a way of comparing and contrasting the way in which similar reforms can be identified in the international teacher education communities represented in this special issue of theJournal of Education for Teaching(JET). The paper closes by identifying lessons that can be learned from international comparators. [ABSTRACT FROM PUBLISHER]