Extended critical case studies provide a tangible working expression of the labour process of teaching, showing how teachers are simultaneously experiencing significant changes to their work, as well as responding in ways that actively shape these processes. For teachers and researchers, this book shows what processes are at work in the global economy which impact on, and sometimes control, the role of the teacher. It also reveals how teachers accommodate, resist or redefine their working circumstances, and explores methods researchers might employ in order to increase our understanding and knowledge of the effect of globalization on teaching.

This study locates what is happening to teachers work in the global economy. Within the dramatically changed circumstances of globalization, schools are being required to act as if they were private businesses driven by the quest for efficiency and operating in a supposed atmosphere of marketization and competition with each other for resources, students, reputation, and public support for their continued existence. Meanwhile, this ideology of schools as cost centres has become so pervasive that there has been little public debate on its desirability or its alternatives. This book seeks to addresses this imbalance and provides a major renovation of labour process theory in an educational context. Two case studies provide a tangible working expression of the labour process of teaching, showing how teachers are simultaneously experiencing significant changes to their work, as well as responding in ways that actively shape these processes.

Dramatic, profound and far-reaching changes are being visited on schools worldwide that have their genesis a long way from the classroom but which impact heavily on teachers and their work. Most of this reform has been achieved with little or no involvement of teachers themselves. This book sets out to survey the contemporary context of what is happening to the work of teaching, and focuses on Advanced Skills Teachers. It shows how teachers are 'speaking' the changes that are occuring to their work in protracted economically rationalist times. Arguing against the discourses of economy as the major shaping force, the authors present a persuasive case for focusing on the discourses of teaching itself as the only feasible and adequate basis on which to make sense of teaching. And by presenting a range of voices of practising teachers - allowing them to speak for themselves about the difficulty of trying to translate policy-makers' intentions into words and actions - the book graphically illustrates the devastating long-term consequences for the future of schools of poorly-conceptualised reform policies.

This book brings together a collection of case studies and readings on the subject of doing research in education. It differs from other texts in taking a personal view of the experience of doing research. Each author presents a reflexive account of the issues and dilemmas as they have lived through them during the undertaking of educational research. The collection fills the space so often referred to in critical research as the phenomenon of the 'missing researcher'. Coming from the researcher's own perspectives, their positions are revealed within a wider space that can be personal, political, social and refLexive. With this approach, many issues such as ethics, gender, race, validity, reciprocity, sexuality, class, voice, empowerment, authorship and readership are given a much needed airing.

This book brings together a collection of case studies and readings on the subject of doing research in education. It differs from other texts in taking a personal view of the experience of doing research. Each author presents a reflexive account of the issues and dilemmas as they have lived through them during the undertaking of educational research. The collection fills the space often referred to in critical research as the phenomenon of the 'missing researcher'. Coming from the researcher's own perspectives, their positions are revealed within a wider space that can be personal, political, social and reflexive. With this approach, many issues such as ethics, gender, race, validity, reciprocity, sexuality, class, voice, empowerment, authorship and readership are given a much needed airing.

You may be a senior executive wondering how to engage hundreds or thousands of employees in your vision, strategy or the transformation of the business; or a specialist in HR, communication and change, tasked with the challenge of 'aligning and mobilising' your people. In either case, you no longer want compliant people, you want individuals who will engage their creativity at work. For their part, engaged employees want a say in their work and in how the business changes. The Chief Engagement Officer explores a management philosophy which recognises the value of opening up decision making to the right groups to improve the quality of decisions and change, accelerate execution and broaden ownership. John Smythe asks what the concept of engagement means for employer and employee; tests whether and how it is different from internal communication and provides a practical framework for those who want to engage colleagues but need advice based on applied experience. The book includes a tapestry of reports from organisations who are engaging their employees to drive performance and change. The author demonstrates how powerful models, developed from his work at SmytheDorwardLambert, his time as an organisational fellow with McKinsey and Company, and his consultancy with Engage for Change, can be used to take this process forward in any organisation. The Chief Engagement Officer is a highly readable guide to the revolution that is needed in employee communication and organisational leadership from one of the most experienced and well-regarded experts on employee communication.

What drives or delivers engaged people? Employers need to focus on creating the right conditions. Employers can't impose engagement: people need to choose to engage themselves. In The Velvet Revolution at Work, the follow-up to his best-selling The CEO: Chief Engagement Officer, John Smythe explains that the essential ingredient of the right conditions is a culture of distributed leadership which enables people at work to liberate their creativity to deliver surprisingly good results for their institution and themselves. Using models, examples and anecdotes from his client research he goes on to demonstrate exactly how to design an engagement process; one that is integrated with your business strategy and that is sustainable.

The shift from the model of central government educational control to school- based management has been widely adopted and acclaimed and has created the general impression of increased democracy and participation.; The international contributors to this book tackle this important policy issue and look behind the scenes of the moves towards school self- management. They investigate the phenomenon of the self-managing school, Why It Is Happening Now, What Is The Truth Behind This Notion And The problems which lie behind devolution and self-management.; The self- managing school, it is claimed is not about "grassroots democracy" or "parent participation" but absolutely the reverse and this contradiction is best understood in terms of the ideology of the New Right. Enlightened and informed perspectives of the reality behind school self-management suggest that the devolution of power is only superficial. Hierarchies continue to exist as unequally funded schools which perpetuate class, gender and ethnic divisions. The mechanism involved promotes the Survivial Of The Fittest Through Notions Of Choice.; For Those Involved in school management and education generally, this book should provide a useful insight into the struggle surrounding the control of schooling.

This book is an edited collection of original papers which challenge in a very direct manner the dominant behviourist and functionalist views that have come to entrap those who live, work and conduct research in the areas of educational leadership, and focusing instead on the structures and processes within schools as organisations that frustrate, distort and ultimately stifle educative relationships the writers provide a much needed way of reconceptualising both thought and action in so-called acts of educational leadership.

John Smythe's two book collection offers a complete perspective of ideas, insights and advice from this award-winning author, one of the pioneers of pragmatic employee engagement. You may be a senior executive wondering how to engage hundreds or thousands of employees in your vision, strategy or the transformation of the business; or a specialist in HR, communication and change, tasked with the challenge of 'aligning and mobilising' your people. In either case, you no longer want compliant people, you want individuals who will engage their creativity at work. For their part, engaged employees want a say in their work and in how the business changes. The Chief Engagement Officer explores a management philosophy which recognises the value of opening up decision making to the right groups to improve the quality of decisions and change, accelerate execution and broaden ownership. In The Velvet Revolution at Work, John Smythe follows up his earlier book to explain that the essential ingredient of the right conditions is a culture of distributed leadership which enables people at work to liberate their creativity to deliver surprisingly good results for their institution and themselves. Using models, examples and anecdotes from his client research he goes on to demonstrate exactly how to design an engagement process; one that is integrated with your business strategy and that is sustainable.

What drives or delivers engaged people? Employers need to focus on creating the right conditions. Employers can't impose engagement: people need to choose to engage themselves. In The Velvet Revolution at Work, the follow-up to his best-selling The CEO: Chief Engagement Officer, John Smythe explains that the essential ingredient of the right conditions is a culture of distributed leadership which enables people at work to liberate their creativity to deliver surprisingly good results for their institution and themselves. Using models, examples and anecdotes from his client research he goes on to demonstrate exactly how to design an engagement process; one that is integrated with your business strategy and that is sustainable.

You may be a senior executive wondering how to engage hundreds or thousands of employees in your vision, strategy or the transformation of the business; or a specialist in HR, communication and change, tasked with the challenge of 'aligning and mobilising' your people. In either case, you no longer want compliant people, you want individuals who will engage their creativity at work. For their part, engaged employees want a say in their work and in how the business changes. The Chief Engagement Officer explores a management philosophy which recognises the value of opening up decision making to the right groups to improve the quality of decisions and change, accelerate execution and broaden ownership. John Smythe asks what the concept of engagement means for employer and employee; tests whether and how it is different from internal communication and provides a practical framework for those who want to engage colleagues but need advice based on applied experience. The book includes a tapestry of reports from organisations who are engaging their employees to drive performance and change. The author demonstrates how powerful models, developed from his work at SmytheDorwardLambert, his time as an organisational fellow with McKinsey and Company, and his consultancy with Engage for Change, can be used to take this process forward in any organisation. The Chief Engagement Officer is a highly readable guide to the revolution that is needed in employee communication and organisational leadership from one of the most experienced and well-regarded experts on employee communication.

This book draws on the stories of thirty-two young Australians to identify the barriers and obstacles they face in 'getting a job' in precarious times and from their vantage point. It maps the kinds of educational policies and practices that need to be created and more widely sustained to assist their career aspirations and life chances. It is timely in terms of contributing to an alternative set of possibilities based on a commitment to the principles and values of social justice, respect, trust, care, democracy and citizenship. In constructing an alternative vision and practice for education and training it advocates the right of all young people to have a say in these broader public debates. In pursuing this agenda, it deliberately sets out to listen to what young people themselves have to say with a view to interrupting the way things are. In other words, the book seeks to identify and explain the dreams, desires and aspirations of young people with a view to creating a new imaginary and socially just future.

This book considers the detrimental changes that have occurred to the institution of the university, as a result of the withdrawal of state funding and the imposition of neoliberal market reforms on higher education. It argues that universities have lost their way, and are currently drowning in an impenetrable mush of economic babble, spurious spin-offs of zombie economics, management-speak and militaristic-corporate jargon. John Smyth provides a trenchant and excoriating analysis of how universities have enveloped themselves in synthetic and meaningless marketing hype, and explains what this has done to academic work and the culture of universities - specifically, how it has degraded higher education and exacerbated social inequalities among both staff and students. Finally, the book explores how we might commence a reclamation. It should be essential reading for students and researchers in the fields of education and sociology, and anyone interested in the current state of university management.

This book provides an inclusive and incisive analysis of the experiences of working-class young people in education. While there is an established literature on education and the working class stretching back decades, comparatively there has been something of a neglect of class-based inequality - with questions of gender, 'race' and other forms of identity attracting significant attention. However, events including Britain's 2016 decision to leave the European Union, have thrown social class into sharp focus, both in the UK and elsewhere. Featuring leading thinkers in the sociology of education, this book examines the different ways in which young people relate to various parts of the education system, including different forms of schooling, post-compulsory and university education. They maintain that the issue of social class goes beyond the walls of specific institutions to affect young people in a variety of ways: not only in the UK, but across the globe. This book will be of great value and interest to students and scholars of the sociology of education, working-class youth, and equality of opportunity.

This book draws on the stories of thirty-two young Australians to identify the barriers and obstacles they face in 'getting a job' in precarious times and from their vantage point. It maps the kinds of educational policies and practices that need to be created and more widely sustained to assist their career aspirations and life chances. It is timely in terms of contributing to an alternative set of possibilities based on a commitment to the principles and values of social justice, respect, trust, care, democracy and citizenship. In constructing an alternative vision and practice for education and training it advocates the right of all young people to have a say in these broader public debates. In pursuing this agenda, it deliberately sets out to listen to what young people themselves have to say with a view to interrupting the way things are. In other words, the book seeks to identify and explain the dreams, desires and aspirations of young people with a view to creating a new imaginary and socially just future.

This book explores schools and how they can function as social institutions that advance the interests and life chances of all young people, especially those who are already the most marginalized and at an educational disadvantage. Social justice is a key theme as the book examines the needs of youth, the concept of school culture, school/community relations, socially critical pedagogy, curriculum and leadership and a socially critical approach to work. The Socially Just School is based upon four decades of intensive writing and researching of young lives. This work presents an alternative to the damaging school reform in which schools are made to serve the interests of the economy, education systems, the military, corporate or national interests. Readers will discover the hallmarks of socially just schools: - They educationally engage young people regardless of class, race, family or neighbourhood location and they engage them around their own educational aspirations. - They regard all young people as being morally entitled to a rewarding and satisfying experience of school, not only those whose backgrounds happen to fit with the values of schools. - They treat young people as having strengths and being ‘at promise’ rather than being ‘at risk’ and with ‘deficits’ or as ‘bundles of pathologies’ to be remedied or ‘fixed’. - They are ‘active listeners’ to the lives and cultures of their students and communities and they construct learning experiences that are embedded in young lives. This highly readable book will appeal to students and scholars in education and sociology, as well as to teachers and school administrators with an interest in social justice.

The foremost neoclassical sculptor of his age, Antonio Canova (1757-1822) is best known for his masterpiece The Three Graces, embodying in marble an ideal of feminine beauty. Descended from stonecutters, Canova was apprenticed to the sculptor Giuseppe Bernardi, quickly establishing his reputation for originality through works such as Psyche Revived by Cupid's Kiss. The idealism of his art, moving away from ornate baroque style, did much to increase the popularity of contemporary sculpture, and his skills were greatly acclaimed and in demand during his lifetime. The present work, first published in 1825 by the Scottish minister John Smythe Memes (1795-1858), is one of the many eulogistic works that appeared soon after Canova's death. Opening with a contextualising history of the development of modern sculpture, the book closely studies Canova's body of work and also contains a chronological catalogue of his creations with details of their owners and locations.

This book explores schools and how they can function as social institutions that advance the interests and life chances of all young people, especially those who are already the most marginalized and at an educational disadvantage. Social justice is a key theme as the book examines the needs of youth, the concept of school culture, school/community relations, socially critical pedagogy, curriculum and leadership and a socially critical approach to work. The Socially Just School is based upon four decades of intensive writing and researching of young lives. This work presents an alternative to the damaging school reform in which schools are made to serve the interests of the economy, education systems, the military, corporate or national interests.
Readers will discover the hallmarks of socially just schools:
- They educationally engage young people regardless of class, race, family or neighbourhood location and they engage them around their own educational aspirations.
- They regard all young people as being morally entitled to a rewarding and satisfying experience of school, not only those whose backgrounds happen to fit with the values of schools.
- They treat young people as having strengths and being at promise rather than being at risk and with deficits or as bundles of pathologies to be remedied or fixed .
- They are active listeners to the lives and cultures of their students and communities and they construct learning experiences that are embedded in young lives.
This highly readable book will appeal to students and scholars in education and sociology, as well as to teachers and school administrators with an interest in social justice."

We live in dangerous times when educational policies and practices are debated largely in terms of how they fit with the needs of the free market. This volume is a collection of writing by teacher-educators that draws on their unique biographies, experiences and perspectives to denounce these misguided norms. It explores what it means-practically and intellectually-to teach for social justice in conservative times. In a globalised world where the power of capital holds sway, the purposes of social institutions such as universities and schools is being refashioned in ways that are markedly instrumental and technicist in nature. The consequence is that teachers' work is increasingly constrained by regimes of control such as standardised testing, accountability, transparency, and national curricula. In the meantime, large numbers of students and teachers are disengaging physically, emotionally and intellectually from learning.

The contributors to this edited volume present both a powerful critique of these developments and a counter-hegemonic vision of teacher education founded on the principles and values of social justice, democracy and critical inquiry. Teacher education, they argue, involves a commitment to critical intellectual work that subjects some deeply entrenched assumptions, beliefs, habits, routines and practices to closer scrutiny. The contributing authors expose how ideology and power operate in seemingly blameless, rational ways to perpetuate social hierarchies based on class, gender, sexuality, race and culture.

We live in dangerous times when educational policies and practices are debated largely in terms of how they fit with the needs of the free market. This volume is a collection of writing by teacher-educators that draws on their unique biographies, experiences and perspectives to denounce these misguided norms. It explores what it means-practically and intellectually-to teach for social justice in conservative times. In a globalised world where the power of capital holds sway, the purposes of social institutions such as universities and schools is being refashioned in ways that are markedly instrumental and technicist in nature. The consequence is that teachers' work is increasingly constrained by regimes of control such as standardised testing, accountability, transparency, and national curricula. In the meantime, large numbers of students and teachers are disengaging physically, emotionally and intellectually from learning.

The contributors to this edited volume present both a powerful critique of these developments and a counter-hegemonic vision of teacher education founded on the principles and values of social justice, democracy and critical inquiry. Teacher education, they argue, involves a commitment to critical intellectual work that subjects some deeply entrenched assumptions, beliefs, habits, routines and practices to closer scrutiny. The contributing authors expose how ideology and power operate in seemingly blameless, rational ways to perpetuate social hierarchies based on class, gender, sexuality, race and culture.

This book is an edited collection of original papers which challenge in a very direct manner the dominant behviourist and functionalist views that have come to entrap those who live, work and conduct research in the areas of educational leadership, and focusing instead on the structures and processes within schools as organisations that frustrate, distort and ultimately stifle educative relationships the writers provide a much needed way of reconceptualising both thought and action in so-called acts of educational leadership.

The comparative numbers between male- and female-led start-ups are stark. Ninety-one per cent of venture capital money continues to fund businesses founded solely by men, with only one per cent of venture capital money invested in businesses founded solely by women. Yet being a female entrepreneur is not the preserve of Wonder Woman. It's for every woman who wants to make it happen. Female Entrepreneurs: The Secrets of Their Success encourages every woman who has dreamt of being an entrepreneur but hasn't yet taken the leap to take the first steps towards realising her dreams - as well as encouraging every woman who has not yet thought about running her own business to consider it. Additionally, it encourages governments and the corporate world to recognise and embrace the huge value that female entrepreneurs bring to society and the economy. John Smythe and Ruth Saunders reveal the secrets of the success of fifty-two female entrepreneurs. They outline wisdom and insights to inspire budding entrepreneurs to take the leap and offer practical advice on what to think about when setting your business up for success as well as when considering whether to scale. They also provide top tips on how to play to women's inherent strengths and avoid the weaknesses women face - as well as how to stay sane and enjoy the journey. This practical, unique guide provides the encouragement, support and motivation any aspiring female entrepreneur could need to make those first steps towards the realisation of their ambitions. John Smythe and Ruth Saunders are both entrepreneurs themselves and regularly advise start-ups on how to launch and scale up for growth.

Just what is the role and impact of corporate elites in contemporary reforms of public sector universities and schools? Providing fresh perspectives on matters of governance and vibrant case studies on the particular types of provision including curriculum, teaching and professional practices, Gunter, Hall and Apple bring together contributions from Argentina, Australia, England, Indonesia, Singapore and US to reveal how corporate elites are increasingly influencing public education policy, provision and service delivery locally, nationally and across the world. Leading scholars, including Patricia Burch, Tanya Fitzgerald, Ken Saltman, and John Smyth scrutinise the impact elites are having on opportunity, access and outcomes through political and professional networks and organisations.