Titlebook: Education Policy and Contemporary Politics; Jack Demaine Book 2002 Palgrave Macmillan, a division of Macmillan Publishers Limited 2002 cur

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Moving Back from Comprehensive Secondary Education?,brupt shift in policy. Circular 10/65, issued by the Labour Government elected in 1964, seemed an important turning point, even though a majority of Local Education Authorities (LEAs) were already planning or considering the comprehensive reorganization which all of them were now ‘requested’ to make

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Educational Reforms, Gender and Families,, is the subject of this chapter. Given the recent election of a New Labour government and its commitment to ‘Education, education, education’, this research evidence becomes significant. Mothers’ perspectives on their involvements in their children’s education are explored in the context of recent

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School Effectiveness, School Improvement and Contemporary Educational Policies,on the educational policies being pursued within England and Wales. The new Labour Government’s White Paper . shows the influence of the effectiveness and improvement paradigm on virtually every page, from the espousal of a ‘pressure and support’ philosophy (Fullan 1991), to the adoption of a ‘value

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Race, Nation and Education: New Labour and the New Racism,ach vying to be the more patriotic, the more secure in its nationalist credentials. Benedict Anderson’s influential analysis of nations as ‘imagined communities’ highlights in dramatic fashion the myth-making that constitutes . as a powerful symbolic device, serving at once to secure and reproduce p

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Educational Assessment in an Era of Reform,onsible for teaching and assessment in the classroom, and that examining boards provided external certification. In contrast, assessment practices and outcomes are now matters of public debate. There appear to be three major factors (which are not unique to the United Kingdom) which have brought abo

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