By Dan Gibton
England has by means of a long way the most important volume, frequency, and scope of academic law-based reform on the earth. because the starting of the Nineties to 2011, an immense schooling invoice, no longer a ways bin dimension from No baby Left at the back of, was once accredited by means of England's parliament each and a part years. This ebook offers England's legislation-based academic reform among 2000 and 2011 -- the panorama, politics, agendas and voices from the sector -- and makes an attempt to appreciate how this occurred, why it occurred, what are the politics and mechanisms of schooling coverage and reform that fuelled it and have been fuelled via it, who're the figures and firms all for it and that undergo its impact.
The e-book is predicated on over a hundred in-depth face-to-face interviews and may inform the tale of this laws, its politics and social agendas, no matter if overt or hidden, and the ways that these kinds of humans view it and examine what it has performed to their paintings.
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Additional info for Law, Education, Politics, Fairness: England's Extreme Legislation for Education Reform
1: Law-based reform between ideology and locality The ethical and philosophical foundation of law-based education reform The late William Boyd, a leading researcher on education policy in the US, has been a champion of the idea, ideal, and policy of public education. According to Boyd (2003): The ideology of the governance of public schools is deeply committed to a belief in a democratic system of ‘common’ public schools, operated as well as financed by the government, that provides a standardized curriculum, treats everyone equally (irrespective of social class, culture, race or religion) and is accountable to a publicly elected school board.
Although English education legislation is, traditionally, attributed to the Thatcher Conservative administration period, its sources are rooted in the last Labour government before the Conservatives took power. Prime Minister Callaghan’s notable speech, delivered at Oxford’s Ruskin College on 18 October 1976, provided a presentiment of the changing times – perhaps overdue as the impending change of administration proved – and carried a sombre foreboding all at once. His words lay the foundation of England’s law-based reform that began only during the following Conservative government and was adopted some 20 years later by his own Labour party (by then under its new title, ‘New Labour’ – not entirely disconnected from issues of education policy): I must thank all those who have inundated me with advice: some helpful and others telling me less politely to keep off the grass, to watch my language … It is almost as though some people would wish that the subject matter and purpose of education should not have public attention focused on it: nor that profane hands should be allowed to touch it.
The three countries also have very dissimilar models of central versus municipal/local control over education. The presentation of the three cases is not merely informative, but is rather a combination of information and structure together with socio-legal comments, the latter being the main point of this chapter. The analysis will attempt to show how uniform international and global forces bear upon legislation on education policy in the three countries, and also how glocalization or creolization (Phillips and Ochs, 2004; Robertson, 1995; Stewart, 2007) occurs in law-based reform.
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