This book presents changes in UK and global educational governance in the context of a radical shift in the operating logics of politics and its interaction with education. Beginning from the colonial origins of political interest in education, the author traces a fundamental shift in the patterns of governance of schools in England in the opening decades of the 21st century. Operating through the logics of public choice economics involving both real markets and quasi-markets, policy reforms have increasingly framed school values, and the value of schooling, in line with a politically determined and nostalgic discourse of ‘British values’. This stands in contrast to a previous focus on ‘community cohesion’ which foregrounded school partnership with the parent community and wider society. Tracing the processes and mid-level actors mediating between government and school leaders, the author identifies processes of recontextualisation through which policy can be reinscribed and resisted.
Author(s): David Lundie
Series: Palgrave Studies in Global Citizenship Education and Democracy
Publisher: Palgrave Macmillan
Year: 2022
Language: English
Pages: 326
City: Cham
Acknowledgements
Timeline of Research
Contents
List of Figures
List of Tables
Introduction: What Is Philosophy of Education For?
1: Individual Liberty, Mutual Respect and Tolerance
‘Free Trade and Toleration’ in British India 1833–1947
Toleration, Neutrality and the ‘Bristol School’ of Multiculturalism
Multiculturalism in the Brexit Moment
Two Tests, Two Paradoxes and Two Biases of Pluralism
Toleration and Neutrality
Neutrality as to Means or Ends
The Epistemic Paradox
The Fundamental Values Paradox
Constitutive Bias—Defining Community
Directive Bias—Teaching ‘for’ Tolerance
Works Cited
2: Post-Historical Institutionalism
On the Notion of Authority
From Historical to Post-Historical Institutionalism
Towards a Philosophy of Bureaucracy
Choice and Diversity, the Problem of a Marketplace for Values Education
Works Cited
3: Leadership and Community
Religious Education and Community Cohesion
Does Religious Education Work?
Revisiting Does RE Work? Ten Years on
From Community Cohesion to ‘Mere’ Tolerance
Works Cited
4: Schools, Leadership and the Law
Mediating Law: The Inspectorate and the Courts
The Trojan Horse
Researching Security and Schooling
Becoming Post-Institutional
Works Cited
5: School Leadership and the Market
Public Choice Economics
Communities, Academies, Faith and Business
The Market and Mid-Level Policy Enactors
Works Cited
6: Leadership and the Political State
Mediating Teacher Agency Through School Strategy
Theorising the Political Sector, Liberty and Liberalism in the Fundamental British Values
Works Cited
7: Conclusions
Mapping the Politicisation of School Values Through Marketisation
Theorising Multi-Agency Working
Researching Institutional and Post-Institutional Logics in Education
Works Cited
8: Epilogue—From the Political to the Undifferentiated
School Values in the COVID-19 Pandemic Moment
From British Values to Personal Development
Works Cited
Works Cited
Index
