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The empirical study of individuals' life-course is one of the
most promising areas of research within sociology today. Increased
availability of large-scale longitudinal data and improved
statistical methods have made it possible to address theoretically
relevant questions about events such as entrance into the labour
market, job mobility, divorce and death.
This book consists of studies capturing the life-course from the
cradle to the grave. The research questions include long-term
consequences of childhood conditions; family formation and
school-careers; work and parental leave; gender discrimination in
job promotion; divorce and occupational career; persistence in
poverty; and the intriguing question of why the highly educated
tend to survive everyone else.
The studies shed light on the relation between family and work,
on gender inequality, social class differences, welfare state
redistribution, and labour market processes. They do this in a
particular context, namely Sweden in the post-war period that is,
during the decades that formed one of the most advanced welfare
states in modern history. One chapter provides a descriptive
account of institutional and life-course change in Sweden during
that period.
Most authors use the Swedish level-of-living surveys, a unique
data set providing ample opportunity to study social processes in a
longitudinal perspective. The book will, therefore, be of relevance
to those with interests in the Swedish welfare state as well as
those with theoretical and reseacrh interests in the reproduction
of inequality
This book is a comprehensive study into and about consultants doing
consultancy, and having influence in ways that generate concerns
about an emerging 'consultocracy', with privileged access to
governments and public services. It presents a detailed mapping of
consultants and consultancy in education as a site of change and
modernisation in public sector service provision. It considers
consultancy at a macro-level of globalised policy, at a meso-level
of national government policy, and at a micro level with vivid
descriptions and analyses of consultants at work. The rapid rise of
'edubusinesses', combined with the restructuring of public services
in western style democracies, has generated new types of 'knowledge
actors' within education policy. Three main developments that have
led to this change are: the entry of education policy and service
consultants from within major companies into the public education
market place; the emergence of 'celebrity' entrepreneurial actors
and private businesses who make interventions into Universities and
schools; and the rapid growth of small businesses based on
individuals who have relocated their work from the public to the
private sector. Such knowledge actors and the complexities they
bring to public education are as yet under described and largely
un-theorized. Based on current research and drawing upon a range of
theoretical tools, this book fills the gap. Gunter and Mills
provide an invaluable contribution to scholarship on the neoliberal
restructuring of public education by mapping and analyzing the
under-examined yet central role of corporate education consultants.
Their thoughtful and thorough discussion expands our understanding
of how consultants promote and trade in the ideologies of corporate
culture. Gunter and Mills show how consultants are integral to both
knowledge making practices in schools and a radical reform agenda
for schools in the UK and around the globe. This is an accessible
and important volume for not just policy and politics scholars but
anyone concerned about defending public forms of education and
associated living at a moment when they are increasingly being
positioned for pillage by profiteers. Kenneth J. Saltman,
University of Massachusetts, Dartmouth, USA
This book is a comprehensive study into and about consultants doing
consultancy, and having influence in ways that generate concerns
about an emerging 'consultocracy', with privileged access to
governments and public services. It presents a detailed mapping of
consultants and consultancy in education as a site of change and
modernisation in public sector service provision. It considers
consultancy at a macro-level of globalised policy, at a meso-level
of national government policy, and at a micro level with vivid
descriptions and analyses of consultants at work. The rapid rise of
'edubusinesses', combined with the restructuring of public services
in western style democracies, has generated new types of 'knowledge
actors' within education policy. Three main developments that have
led to this change are: the entry of education policy and service
consultants from within major companies into the public education
market place; the emergence of 'celebrity' entrepreneurial actors
and private businesses who make interventions into Universities and
schools; and the rapid growth of small businesses based on
individuals who have relocated their work from the public to the
private sector. Such knowledge actors and the complexities they
bring to public education are as yet under described and largely
un-theorized. Based on current research and drawing upon a range of
theoretical tools, this book fills the gap. Gunter and Mills
provide an invaluable contribution to scholarship on the neoliberal
restructuring of public education by mapping and analyzing the
under-examined yet central role of corporate education consultants.
Their thoughtful and thorough discussion expands our understanding
of how consultants promote and trade in the ideologies of corporate
culture. Gunter and Mills show how consultants are integral to both
knowledge making practices in schools and a radical reform agenda
for schools in the UK and around the globe. This is an accessible
and important volume for not just policy and politics scholars but
anyone concerned about defending public forms of education and
associated living at a moment when they are increasingly being
positioned for pillage by profiteers. Kenneth J. Saltman,
University of Massachusetts, Dartmouth, USA
This book presents new and authoritative evidence about change at
the workplace, using it to cast light on recent debates about the
future of work. The basic questions it poses are whether, and how,
British workplaces are responding to the challenge of change, and
what are the implications of change both for managers and
employees. Using up-to-date information from 2000 workplaces, it
provides a realistic basis for envisaging the changes through the
first decade of the 21st century. It is accessible to a wide
audience of policy makers, managers, professionals, students and
academics.
This book presents new and authoritative evidence about change at
the workplace, using it to cast light on recent debates about the
future of work. The basic questions it poses are whether, and how,
British workplaces are responding to the challenge of change, and
what are the implications of change both for managers and
employees. Using up-to-date information from 2000 workplaces, it
provides a realistic basis for envisaging the changes through the
first decade of the 21st century. It is accessible to a wide
audience of policy makers, managers, professionals, students and
academics.
In "Education Policy Research," Helen M. Gunter, David Hall and
Colin Mills bring together contributions from a range of
researchers, academics and practitioners. Each chapter draws on
critical theoretical perspectives and showcases innovative research
projects within educational settings to understand the current
changes in schools, schooling and education, to explore critical
questions. The varied accounts demonstrate the importance of
partnerships between schools and higher education, and of putting
educational research into context, specifically charting the ways
in which schools and schooling have been reformed through
government interventions. "Education Policy Research" presents new
research findings on the realities of how educational practice can
be understood and explained, so enabling researchers to take a
reflexive stance towards their own work. The editors and
contributors take seriously the need to rethink their data and
consider the contribution of research dispositions and practices to
ongoing change and development. At the same time, the chapters give
recognition to what research and researchers can and cannot do,
contributing to the ongoing debates about the value of - and the
urgent ongoing need for - social science research.
In "Education Policy Research," Helen M. Gunter, David Hall and
Colin Mills bring together contributions from a range of
researchers, academics and practitioners. Each chapter draws on
critical theoretical perspectives and showcases innovative research
projects within educational settings to understand the current
changes in schools, schooling and education, to explore critical
questions. The varied accounts demonstrate the importance of
partnerships between schools and higher education, and of putting
educational research into context, specifically charting the ways
in which schools and schooling have been reformed through
government interventions. "Education Policy Research" presents new
research findings on the realities of how educational practice can
be understood and explained, so enabling researchers to take a
reflexive stance towards their own work. The editors and
contributors take seriously the need to rethink their data and
consider the contribution of research dispositions and practices to
ongoing change and development. At the same time, the chapters give
recognition to what research and researchers can and cannot do,
contributing to the ongoing debates about the value of - and the
urgent ongoing need for - social science research.
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