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4. What about the children? : primary teachers, child-centred philosophy and the new managerialism : a morphogenetic account

Author

Willmott, Robert

Subjects
301, LB1501 Primary Education
Abstract

The quasi-marketisation of England and Wales' education system undertaken by the Conservative Government during the 1980s has not only been consolidated but also extended by 'New' Labour. New Managerialist restructuring has now reached its zenith in national target setting, 'Education Action Zones' and the primacy of OFSTED (Office for Standards in Education). Using Archer's (1995) morphogenetic approach, this thesis provides a useful contribution to the development of critical realism in organisation theory and the sociology of education. It also adds to the international debate on school effectiveness, assessment and the generic contradiction between New Managerialism and child-centred philosophy and practice. One of the key arguments of the thesis is that there is an objective constraining contradiction between New Managerialism and child-centred philosophy, which predisposes cultural agents to act in specific ways. Part One establishes the theoretical framework, counterposing Archer's morphogenesis to Giddens' structuration theory. Here it is argued that the interplay of structure, culture and agency can be theorised via the methodological device of analytical dualism. Part Two utilises the morphogenetic approach's three-part sequential schema of Socio-Cultural Conditioning 4 Socio-Cultural Interaction 4 Socio-Cultural Elaboration/Stasis in providing an historical account of the demise of child-centred philosophy and concurrent elaboration of the New Managerialism. The Preface to Part Three critically appraises the school effectiveness movement and the managerialist cooption of Robin Alexander and others. It delineates the background to the two primary schools analysed in Part Three. Part Three provides a contemporary ethnographic analysis of how teaching staffs in two primary schools mediate the contradiction between child-centred philosophy and practice and the New Managerialism. It draws upon nine months of participant observation, tape-recorded semi-structured interviews and the relevant academic literature. The concluding chapter discusses the implications of the findings for primary school practice and underscores the need for a critical realist approach.

Published
2000

6. Structure, Agency and School Effectiveness: Researching a 'Failing' School.

Author

Willmott, Robert

Abstract

Provides a case study of how school effectiveness policy is mediated by teachers and Local Education Authority (LEA) advisors. Uses qualitative data of a "failing" junior school in the United Kingdom to highlight (1) an LEA response to an evaluation by the Office for Standards in Education and (2) staff mediation of the LEA intervention. (CMK)

Published
1999

7. Resisting sex/gender comflation: a rejoinder to John Hood-Williams

Author

Willmott, Robert

Subjects
Sex -- Analysis, Sex differences -- Analysis, Feminism -- Analysis, Sociology and social work
Abstract

The irony of the rejection of the sex/gender distinction is that it renders sociology per se an impossible enterprise. For it is my submission that, contra Hood-Williams (1996) and others, the biological and the social constitute distinct, irreducible levels of reality: to conflate (in a 'downwards' or 'upwards' direction) the two levels is immediately to render analysis of their relative interplay at best intractable. It is indeed arguable that Hood-Williams is not so much concerned with (rightly) rejecting the so-called 'additive' approach to the biological and the social where the biological base is seen a priori as immutable, but more fundamentally with rejecting the necessary dualism of nature and culture (ie the biological and the social). In contradistinction, a realist defence of the sex/gender distinction will be made, involving critical reference to various major writers in the field and offering a brief but tentative discussion of the provenance of gender.

Published
1996

11. Quote by Willmott, Robert Eldridge on Faith

Author

Willmott, Robert Eldridge

Subjects
Faith, Literature/writing
Abstract

QUOTE: 'The amplest knowledge has the largest faith. Ignorance is always incredulous.' --Willmott, Robert Eldridge SUBJECT: [...]

Published
2010

12. Quote by Willmott, Robert Eldridge on Contrast

Author

Willmott, Robert Eldridge

Subjects
Literature/writing
Abstract

QUOTE: 'Joy and grief are never far apart. In the same street the shutters of one house are closed while the curtains of the next are brushed by the shadows [...]

Published
2010

15. The Place of Culture in Organization Theory: Introducing the Morphogenetic Approach.

Author

Willmott, Robert

Subjects
ORGANIZATIONAL sociology, CORPORATE culture
Abstract

As Allaire and Firsirotu (1984) pointed out over a decade ago, the concept of culture seemed to be sliding inexorably into a superficial explanatory pool that promised everything and nothing. However, since then, some sophisticated and interesting theoretical developments have prevented drowning in the pool of superficiality and hence theoretical redundancy. The purpose of this article is to build upon such theoretical developments and to introduce an approach that maintains that culture can be theorized in the same way as structure, possessing irreducible powers and properties that predispose organizational actors towards specific courses of action. The morphogenetic approach is the methodological complement of transcendental realism, providing explanatory leverage on the conditions that maintain for cultural change or stability. [ABSTRACT FROM AUTHOR]

Published
2000
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16. School Effectiveness Research: an Ideological Commitment?

Author

Willmott, Robert

Subjects
*SCHOOLS, *EDUCATION, *POSITIVISM, *INDIVIDUALISM
Abstract

As the international momentum of the school effectiveness movement continues, its exponents remain largely impervious to criticism. This paper argues that while they may not readily align themselves with the individualistic aspects of Conservative social philosophy, their methodology necessarily secretes an atomised social ontology. The charge of ideological commitment rests on the fact that the essentially positivist epistemology employed by school effectiveness researchers presupposes an ontology of closed systems and atomistic events. Thus any notion of the structuring of life-chances is automatically ruled out of court. The reciprocity of social ontology and methodology is explored in order to account for the myopia of the school effectiveness movement. [ABSTRACT FROM AUTHOR]

Published
1999
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19. What about the children? : primary teachers, child-centred philosophy and the new managerialism : a morphogenetic account

Author

Willmott, Robert

Subjects
LB1501
Abstract

The quasi-marketisation of England and Wales' education system undertaken by\ud the Conservative Government during the 1980s has not only been consolidated\ud but also extended by 'New' Labour. New Managerialist restructuring has now\ud reached its zenith in national target setting, 'Education Action Zones' and the\ud primacy of OFSTED (Office for Standards in Education). Using Archer's\ud (1995) morphogenetic approach, this thesis provides a useful contribution to the\ud development of critical realism in organisation theory and the sociology of\ud education. It also adds to the international debate on school effectiveness,\ud assessment and the generic contradiction between New Managerialism and\ud child-centred philosophy and practice. One of the key arguments of the thesis is\ud that there is an objective constraining contradiction between New\ud Managerialism and child-centred philosophy, which predisposes cultural agents\ud to act in specific ways.\ud Part One establishes the theoretical framework, counterposing Archer's\ud morphogenesis to Giddens' structuration theory. Here it is argued that the\ud interplay of structure, culture and agency can be theorised via the\ud methodological device of analytical dualism. Part Two utilises the\ud morphogenetic approach's three-part sequential schema of Socio-Cultural\ud Conditioning 4 Socio-Cultural Interaction 4 Socio-Cultural Elaboration/Stasis\ud in providing an historical account of the demise of child-centred philosophy and\ud concurrent elaboration of the New Managerialism. The Preface to Part Three\ud critically appraises the school effectiveness movement and the managerialist cooption\ud of Robin Alexander and others. It delineates the background to the two\ud primary schools analysed in Part Three. Part Three provides a contemporary ethnographic analysis of how teaching staffs in two primary schools mediate the\ud contradiction between child-centred philosophy and practice and the New\ud Managerialism. It draws upon nine months of participant observation, tape-recorded\ud semi-structured interviews and the relevant academic literature. The\ud concluding chapter discusses the implications of the findings for primary school\ud practice and underscores the need for a critical realist approach.

20. The poets of the nineteenth century Selected and ed. by The Rev. Robert Aris Willmott ... With English and American additions, arranged by Evert A. Duckinck ... Illustrated with one hundred and forty-one engravings, drawn by eminent artists.

Author

Willmott, Robert Aris and Willmott, Robert Aris

Abstract

We have determined this item to be in the public domain according to US copyright law through information in the bibliographic record and/or US copyright renewal records. The digital version is available for all educational uses worldwide. Please contact HathiTrust staff at hathitrust-help@umich.edu with any questions about this item., English poetry--19th century., American poetry--19th century., (LCCN)18000053., (OCoLC)3782184., 3593236., Sdr-ia-srlf3593236., PR1221 .W5., Http://hdl.handle.net/2027/uc2.ark:/13960/t3zs2qb24.

21. Precious stones, aids to reflection : from prose writers of the sixteenth, seventeenth, and eighteenth centuries

Author

Willmott, Robert Aris and Willmott, Robert Aris

Abstract

We have determined this item to be in the public domain according to US copyright law through information in the bibliographic record and/or US copyright renewal records. The digital version is available for all educational uses worldwide. Please contact HathiTrust staff at hathitrust-help@umich.edu with any questions about this item., (OCoLC)363922330., Sdr-ia-srlf4339848., Http://hdl.handle.net/2027/uc2.ark:/13960/t00z72z1z.

22. A journal of summer time in the country

Author

Willmott, Robert Aris and Willmott, Robert Aris

Abstract

We have determined this item to be in the public domain according to US copyright law through information in the bibliographic record and/or US copyright renewal records. The digital version is available for all educational uses worldwide. Please contact HathiTrust staff at hathitrust-help@umich.edu with any questions about this item., (LCCN)18011046., (OCoLC)10395848., 3593234., Sdr-ia-srlf3593234., Http://hdl.handle.net/2027/uc2.ark:/13960/t72v2d231.

23. Letters of eminent persons : selected and illustrated

Author

Willmott, Robert Aris and Willmott, Robert Aris

Abstract

We have determined this item to be in the public domain according to US copyright law through information in the bibliographic record and/or US copyright renewal records. The digital version is available for all educational uses worldwide. Please contact HathiTrust staff at hathitrust-help@umich.edu with any questions about this item., (OCoLC)83321893., Sdr-ia-srlf4339845., Http://hdl.handle.net/2027/uc2.ark:/13960/t5q816v9v.

24. Conversations at Cambridge ...

Author

Willmott, Robert Aris and Willmott, Robert Aris

Abstract

We have determined this item to be in the public domain according to US copyright law through information in the bibliographic record and/or US copyright renewal records. The digital version is available for all educational uses worldwide. Please contact HathiTrust staff at hathitrust-help@umich.edu with any questions about this item., University of Cambridge--Biography., Authors, English., English literature--19th century., English literature--20th century., (LCCN)15009860., Sdr-nrlfGLAD33760443-B., (OCoLC)ocm03112354., Sdr-ia-srlf5284958., PR99 .W7., 828 W738c., Http://hdl.handle.net/2027/mdp.39015014855418., Http://hdl.handle.net/2027/uc1.b268446., Http://hdl.handle.net/2027/uc2.ark:/13960/t24b38n7c.

26. Reviews.

Author

Willmott, Robert and Rikowski, Glenn

Subjects
SCHOOL Effectiveness: Research, Policy & Practice (Book), MORLEY, Louise, FE & Lifelong Learning (Book), GREEN, Andy
Abstract

Reviews the books 'School Effectiveness: Fracturing the Discourse,' by Louise Morley and Naz Rassool and 'FE and Lifelong Learning: Realigning the Sector for the Twenty-first Century,' edited by Andy Green and Norman Lucas.

Published
2000
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27. Education Policy and Realist Social Theory.

Author

Willmott, Robert

Subjects
EDUCATIONAL sociology, CULTURAL studies, ACTION research in education, CHILD psychology, STRUCTURALISM, SOCIAL theory
Abstract

The article discusses the book "Education Policy and Realist Social Theory." The book is a clear and accessible introduction to the morphogenetic approach in the sociology of education, and organisation and management studies. The author, Robert Willmott establishes the theoretical framework that underpins historical and contemporary case-study research of child-centredness and new managerialism; argues that the interplay of structure, culture and agency can be theorised via the methodological device of analytical dualism; appraises the school effectiveness research; provides up-to-date case-study analysis of how teaching staffs in two primary schools mediate the contradiction between child-centred philosophy and practice and new managerialism; and discusses the implications of the findings for primary school practice and underscores the need for a critical realist approach to theorising about education policy and practice.

Published
2002

29. Promoting Equality in Primary Schools (Book).

Author

Willmott, Robert

Subjects
*PRIMARY education, *NONFICTION
Abstract

Reviews the book 'Promoting Equality in Primary Schools,' edited by Mike Cole, Dave Hill and Sharanjeet Shan.

Published
1999

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