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The Scriptural metaphor, ‘Into the Deep’, characterises a trial Religious Education curriculum within a Catholic diocese of Australia. Teacher developers (n = 40) and teacher implementers (n = 85) from 37 schools responded to the influence of six Religious Education Development Principles (REDP), and statements on the implementation processes at school and across the diocese. Responses to the REDP achieved a high and consistent overall mean rating of 4.25 on a 5-point Likert scale and a mean of 3.97 for resourcing and strategic implementation processes. Least confidence was reported for development principles of Experiential Learning and Learning Through Integration. Implementation processes favoured resourcing and strategic support at the school level. Overall, responses of teacher developers, in comparison to teacher implementers, were statistically significant, with ratings improving with years of teacher experience and from primary school personnel. Implications of findings were that early career teachers and teachers across school types, other than primary, should be prioritised for support.

Preface -- Introduction: Human Capability and Contemporary Moral Thought -- John Wall, William Schweiker, and W. David Hall -- Part I: Moral Selfhood, the Good, and the Right -- Chapter 1 RICOEUR'S RECLAMATION OF AUTONOMY: UNITY, PLURALITY, AND TOTALITY /Pamela Sue Anderson -- Chapter 2 NARRATIVE ETHICS AND MORAL LAW IN RICOEUR /Peter Kemp -- Chapter 3 MORAL MEANING: BEYOND THE GOOD AND THE RIGHT /John Wall -- Chapter 4 ANTIGONE, PSYCHE, AND THE ETHICS OF FEMALE SELFHOOD: A FEMINIST CONVERSATION WITH PAUL RICOEUR'S THEORIES OF SELF-MAKING IN ONESELF AS ANOTHER -- Helen M. Buss -- Chapter 5 THE SUMMONED SELF: ETHICS AND HERMENEUTICS IN PAUL RICOEUR IN DIALOGUE WITH EMMANUEL LEVINAS /Mark I. Wallace -- Part II: Moral Meanings, Human Fallibility, and Theological Ethics -- Chapter 6 SEARCHING FOR A HEART OF GOLD: A RICOEURIAN MEDITATION ON MORAL STRIVING AND THE POWER OF RELIGIOUS DISCOURSE /David E. Kubmm -- Chapter 7 STARRY HEAVENS AND MORAL WORTH: HOPE AND RESPONSIBILITY IN THE STRUCTURE OF THEOLOGICAL ETHICS /William Schweiker -- Chapter 8 THE SITE OF CHRISTIAN ETHICS: LOVE AND JUSTICE IN THE WORK OF PAUL RICOEUR /W. David Hall -- Chapter 9 VEILS AND KINGDOMS: A RICOEURIAN METAPHORICS OF LOVE AND JUSTICE /Glenn Whitehouse -- Chapter 10 JACQUES DERRIDA, PAUL RICOEUR, AND THE MARGINALIZATION OF CHRISTIANITY: CAN THE GOD OF PRESENCE BE SAVED? /Linda M. MacCammon -- Part III: Moral Practice, Responsible Citizenship, and Social Justice -- Chapter 11 ETHICS AND PUBLIC LIFE: A CRITICAL TRIBUTE TO PAUL RICOEUR /Fred Dallmayr -- Chapter 12 RICOEUR AND THE TASKS OF CITIZENSHIP /Bernard P. Dauenhauer -- Chapter 13 RICOEUR AND PRACTICAL THEOLOGY /Don Browning -- Chapter 14 RICOEUR ON TRAGEDY: TELEOLOGY, DEONTOLOGY, AND PHRONESIS /Martha C. N ussbaum -- Conclusion -- ETHICS AND HUMAN CAPABILITY: A RESPONSE /Paul Ricoeur -- Contributors -- Index of Names -- Index of Subjects.

Chapter 1: A decade of New Labour reform of education Helen M Gunter and Chris Chapman Chapter 2: Labouring to Lead Andy Hargreaves Chapter 3: Accountability for Improvement: rhetoric or reality? Daniel Muijs and Chris Chapman Chapter 4: Control and response in primary school teacher's work Rosemary Webb Chapter 5: Raising standards: what is the evidence? Joanna Bragg and Bill Boyle Chapter 6: School leaders: meeting the challenge of change Gillian Forrester and Helen M Gunter Chapter 7: Remodelling and Distributed Leadership: the case of the School Business Manager. Charlotte Woods Chapter 8: Initial Teacher Education: a(nother) decade of radical reform Olwen McNamara Chapter 9: New Provisions of Schooling: Denis Mongon and Chris Chapman Chapter 10: Networking a more equitable educational future? Rhetorics and realities Andy Howes and Jo Frankham Chapter 11: Personalized Learning: Mel West and Daniel Muijs Chapter 12: Swing, Swing Together: Multi-agency work in the new children's services Alan Dyson, Peter Farrell, Kirstin Kerr and Nadine Mearns Chapter 13: New Labour and breaking the education and poverty link: a conceptual account of its educational policies. Dave Hall and Carlo Raffo Chapter 14: Using research to foster inclusion and equity within the context of New Labour education reforms Mel Ainscow, Alan Dyson, Sue Goldrick and Kirstin Kerr Chapter 15: Debating New Labour Education Policy John Smyth and Helen Gunter Chapter 16: Reflections on Reform: Perspectives and challenges Chris Chapman and Helen M Gunter

These quotations come from reflective reports written by students to discuss their experiences in conducting community based research for local voluntary organizations. Reflective reports, directed towards the academic audience of supervisors and examiners, allow students to comment on what they have discovered through practice about the ‘messiness’ of real life research, as well as the skills and personal development which they have experienced. These reports accompany client reports written for the organization with which the research has been negotiated. Together both reports form the equivalent of a dissertation, at the level of either a final year undergraduate programme or postgraduate degree.

In this opening chapter we outline our conceptualisation of NPM and why this is an important and enduring focus for analysing system changes to the nation state and public services within and across Europe. We provide an analytical framework for presenting ten European countries as sites for examining NPM and we frame our contribution as European Lessons for Policy and Practice through examining how and why the field of critical education policy studies can gain new insights about NPM within the organisation, the locality, nation, and beyond. In doing so we examine the challenges brought by criticisms of methodological nationalism and claims regarding the necessity for normative cosmopolitan visions. At the same time we argue for a renewed centrality of the nation state as an analytical focus, refusing any reductionist account of a shift from government to governance, for example via the hollowing out of the state thesis, and proposing a more nuanced conceptualization of the state as a social relation. This enables our analysis to capture the complexities of the overlapping and interplay between government (i.e. the practices of management by state institutions and public administration), governance (i.e. the practices of social regulation involving a variety of interdependent social, political and administrative actors within and beyond the state), and governmental practices (i.e. the wider power relations governing conduct in apparently non-political sites). Such a contribution focuses on the intellectual resources within and used by the field, so we consider not only the pre-eminence of sociology but also the importance of political studies in shaping and enabling thinking for and about policies and practices.

In this concluding chapter, we present an overview of the key patterns emerged in our analysis of New Public Management education reform in Europe, but we do more than this as we consider the implication of our analysis for how the field conducts itself as a field and the knowledge claims that are made through locating within the social sciences. In doing so we confront the current debates focused on constructing a cosmopolitan sociology of education policy, and we make the case for the deployment of robust insights and conceptual tools from political studies.