Education PolicyPhilosophical Critique
Journal of Philosophy of Education 1. Aufl.
Education Policy sees 12 philosophers of education critique current and recent UK educational policies relating to higher education and faith-based education, assessment, the teaching of reading, vocational and civic education, teacher education, the influence of Europe and the idea of the ‘Big Society’. Twelve philosophers of education subject elements of current and recent UK educational policy to critique Forthright and critical, the contributors are unafraid to challenge current orthodoxies Offers thought-provoking insights into modern education policy Wide-ranging topics cover higher education and faith-based education, assessment, the teaching of reading, vocational and civic education, teacher education, the influence of Europe and the idea of the ‘Big Society’
Notes on Contributors vii Introduction 1 Richard Smith 1 The Role of Policy in Philosophy of Education: An Argument and an Illustration 5 John White 2 Alluring Ideas: Cherry Picking Policy from Around the World 18 Carrie Winstanley 3 ‘The Only Answer is Innovation . . .’: Europe, Policy and the Big Society 34 Naomi Hodgson 4 A New Dawn for Faith-Based Education? Opportunities for Religious Organisations in the UK’s New School System 47 Michael Hand 5 A Monstrous Regimen of Synthetic Phonics: Fantasies of Research-Based Teaching ‘Methods’ versus Real Teaching 60 Andrew Davis 6 The Future of Teacher Education 74 Alis Oancea and Janet Orchard 7 Two Concepts of Assessment 89 Gerard Lum 8 Vocational and Civic Education: Whither British Policy? 103 Christopher Winch 9 Education under the Heel of Caesar: Reading UK Higher Education Reform through Shakespeare’s Antony and Cleopatra 118 Sophie Ward 10 Improving the Student Experience 129 Elizabeth Staddon and Paul Standish 11 University Futures 147 Richard Smith 12 What Lessons Can We Learn? 160 W. A. Hart Index 170
Richard Smith is Professor of Education at the University of Durham, UK. His most recent publications include the Blackwell Guide to the Philosophy of Education (with Nigel Blake, Paul Smeyers and Paul Standish, joint eds, Blackwell, 2003), The Therapy of Education (with Paul Smeyers and Paul Standish, 2006) and Evidence-based Educational Policy: What Evidence? What Basis? Whose Policy? (with David Bridges and Paul Smeyers, joint eds, Blackwell, 2009). His principal research interests are in the philosophy of education and the philosophy of social science.
The contributors to Education Policy: Philosophical Critique believe that education policy still stands in need of analysis and discussion. As a result, twelve philosophers of education subject elements of current and recent UK – or sometimes specifically English – educational policy to critique. Areas under analysis include higher education and faith-based education, assessment, the teaching of reading, vocational and civic education, teacher education, the influence of Europe and the idea of the ‘Big Society’. The authors also examine the nature of policy itself, in a context where politicians frequently cherry pick educational ideas from other countries, and where the voice of the wider public in policy formation is increasingly marginalised. A recurring theme in the book concerns the tendency to regard education as a private benefit rather than a public good. In a context where the language of ‘the market’ has taken central place in discussion of politics and policies the contributors attempt to widen the debate, and in the process, articulate some richer visions of education than current policies admit. Written in a style that is both forthright and critical, this wide-ranging account of modern education policy offers thought-provoking insights for policy makers and all those interested in how educational policy is made and how it can be critiqued.
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