This book argues for independent, critical research on education
policy in the context of attacks on the quality and usefulness of
educational research in general. It takes issue with the argument,
promoted by government departments and agencies that education
policy research should be limited to work that assists
policy-makers. Against this position, the book advocates
independent, critical research that scrutinizes policy in relation
to its consequences for equality and social justice. It argues that
practitioners and academic researchers should form a research
community that develops its own knowledge base from which so-called
evidence based policymaking in education may be assessed and
challenged.
The book offers guidance on the theoretical and methodological
resources available to practitioners and others with an interest in
doing research on policy and discusses some of the main issues and
problems in doing policy research on education. It offers examples
of research on policy at different system levels, pursuing themes
such as globalization, changing governance of education, selection,
choice and exclusion, managerialism and the feminisation of
educational management. It argues for attention to the history of
policy in education as a resource for understanding the present,
and concludes with recommendations for future research in areas
where contestation of official agendas is needed.
General
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