Education in a Post Welfare Society 2nd Edition by Sally Tomlinson 0335228100 9780335228102

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Product details:

ISBN 10: 0335228100 

ISBN 13: 9780335228102

Author: Sally Tomlinson

Reviews of the first edition “This book must become the classic text for students of education, social and welfare policies. Sally Tomlinson, doyenne of policy-orientated education and social research, has written with commendable clarity and comprehensiveness a superb book on British education.” – Journal of Social Policy “This book provides a context for understanding education policy which is currently missing from education and social policy courses. It should be compulsory reading.” – Len Barton, Institute of Education, University of London “The persistence and reinforcement of class advantage through English education policy is a key theme… this book does a superb job of both highlighting the key social justice concerns and controversies over the last fifty years and providing an overview of education policy developments over the same period.” – British Journal of Sociology of Education Highly commended – S.E.S Book Prize 2002 The acclaimed first edition of Education in a Post-Welfare Society provided a critical overview of education policy since 1945. It demonstrated how a relatively decentralised education system became a system in which funding, teaching and curriculum are centrally controlled and privatisation encouraged, with education becoming a prop for global market economy rather than a pillar of the welfare state. The second edition continues the policy story up to 2005, covering two terms of a New Labour government and their plans for a third term. It also continues an examination of the relationship of education policy to social class, race, gender and the economy, paying attention to the educational disadvantages of some ethnic groups and refugee children. The book includes chronologies of education acts, reports and initiatives and summaries of major legislation. This is an invaluable resource for all those concerned with social policy and education, including educational researchers, professionals and politicians.

Table of contents:

Chapter one: Social democratic consensus? Education 1945-79
Equalizing opportunity 1945–60
Comprehensive struggles
Demons of the 1960s
The 1970s
Ruskin and after
Ideology in the 1970s
Note
Further reading

Chapter two: Market forces gather: education 1980-87
Education Secretaries of State
Shadow Education Secretaries
Regressive vision
Selection and privatization
Special selection
Ethnic minorities
School governance
Centralizing control
Teacher control
Curriculum control
Vocational education
Towards serious reform
Notes
Further reading

Chapter three: Creating competition: education 1988 – 94
Education Secretaries of State
Shadow Education Secretaries
Education Reform Act 1988
Choice and diversity
Chaos and perversity
Legislation for inspection
The longest Education Act ever
Curriculum control
Curriculum critiques
Higher education
Teachers and their training
Labour education policies in the early 1990s
Notes
Further reading

Chapter four: The consequences of competition: education 1994-97
Education Secretary of State (from July 1995 Secretary of State for Education and Employment)
Shadow Education Secretary
Legislation 1995–96
The final Tory Act
The effects of market forces
Failing schools
Special educational needs
Curriculum issues
Ages 14–19 and the academic–vocational divide
Labour policies
Notes
Further reading

Chapter five: New Labour and education: 1997–2000
Secretary of State for Education and Employment
Shadow Education and Employment Secretaries
School policies
School Standards and Framework Act 1998
Selection and specialization
Tackling exclusion
Centralizing governance
Notes
Further reading

Chapter six: Diversity, selection and privatization 2000-2005
Secretaries of State for Education and Skills
Shadow Education and Skills Secretaries
Commitment to diversity
Overt selection
Specialist diversity
Academies and admissions
Five-year strategies
Early years and childcare strategies
Special educational needs
Privatization in public education
More modernization
Notes
Further reading

Chapter seven: Centralizing lifelong learning 1997-2005
Lifelong learning
Learning to succeed
Twenty-first century skills
Policies and qualifications 14–19
Higher education
Continuity and change 1997–2005
Notes
Further reading

Chapter eight: Education and the middle classes
Changing class structures
Meritocracy and attainment
School effectiveness
Middle class needs
Private advantage
Choice and advantage
Avoidance of the vocational
Avoiding the poor
Globalization and the middle classes
Class and the common good
Notes
Further reading

Chapter nine: Equity issues: race and gender
Race and ethnicity
Gender
Girls’ achievements
Boys’ ‘underachievement’
Notes
Further reading

Chapter ten: Education and the economy
Recent history
New Labour ideologies
The labour market into the 2000s
Jobs and education
A new economy?
The global economy and education
Prospects for the poor
Notes
Further reading

Chapter eleven: Conclusion: education in a post-welfare society
Positive aspects
Negative aspects
Education in a post-welfare market state
The future

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