In this study, first published in 1985, the author explores the construction of educational ideologies and assesses to what extent they are put into practice by the teachers. He examines the 'politics' of education within the school; the extent to which the head teacher, as the bureaucratic authority in the school, seeks to impose his or her own views and the degree to which teachers see themselves as possessing professional autonomy. The study also pays attention to status differentiation within the education of the working class and explores the educational consequences of ethnic and gender status group membership. This title will be of interest to sociology and education.

In this study, first published in 1985, the author explores the construction of educational ideologies and assesses to what extent they are put into practice by the teachers. He examines the 'politics' of education within the school; the extent to which the head teacher, as the bureaucratic authority in the school, seeks to impose his or her own views and the degree to which teachers see themselves as possessing professional autonomy. The study also pays attention to status differentiation within the education of the working class and explores the educational consequences of ethnic and gender status group membership. This title will be of interest to sociology and education.

For nearly 200 years the organisational form of the school has changed little. Bureaucracy has been its enduring form. The school has prepared the worker for the factory of mass production. It has created the 'mass consumer' to be content with accepting what is on offer, not what is wanted. However, a revised educational code appears to be emerging. This code centres upon the concept of personalisation, which operates at two levels: first, as a new mode of public service delivery; and second, as a new grammar for the school, with new flexibilities of structure and pedagogical process. Personalisation has its intellectual roots in marketing theory, not in educational theory and is the facilitator of 'education for consumption'. It allows for the 'market' to suffuse even more the fabric of education, albeit under the democratic-sounding call of freedom of choice.

Education and the Culture of Consumption raises many questions about personalisation which policy-makers seem prone to avoid:

• Why, now, are we concerned about personalisation?
• What are its theoretical foundations?
• What are its pedagogical, curricular and organisational consequences?
• What are the consequences for social justification of personalisation?
• Does personalisation diminish the socialising function of the school, or does it simply mean that the only thing we share is that we have the right to personalised service?

All this leads the author to consider an important question for education: does personalisation mark a new regulatory code for education, one which corresponds with both the new work-order of production and with the makeover-prone tendencies of consumers?

The book will be of great interest to postgraduate students and academics studying in the fields of education policy and the social foundations of education, and will also be relevant to students studying public policy, especially health care and social care, and public management.

Rethinking Teacher Education is a thorough and critical analysis of the ambivalences and uncertainties that face those in teacher education. The authors draw on their different experiences of teacher education to try to make sense of current practices and where they might lead.
The book analyses past and present constructions of teacher education and offers insights into how a re-evaluation might address teachers' positions in relation to knowledge, learners, economic demands and democratic values.
The issues addressed include:
* political and economic uncertainty and teacher education
* philosophical uncertainty and teacher education
* modernist policy solutions
* psychology: an agent of modernity in teacher education
* sociocultural and other collaborative responses to uncertainty
The book will be of interest to all those involved in teacher education, including sociologists, psychologists and philosophers of education.

Rethinking Teacher Education is a thorough and critical analysis of the ambivalences and uncertainties that face those in teacher education. The authors draw on their different experiences of teacher education to try to make sense of current practices and where they might lead.
The book analyses past and present constructions of teacher education and offers insights into how a re-evaluation might address teachers' positions in relation to knowledge, learners, economic demands and democratic values.
The issues addressed include:
* political and economic uncertainty and teacher education
* philosophical uncertainty and teacher education
* modernist policy solutions
* psychology: an agent of modernity in teacher education
* sociocultural and other collaborative responses to uncertainty
The book will be of interest to all those involved in teacher education, including sociologists, psychologists and philosophers of education.

This text describes and explains the sense of uncertainty faced by educators as the millenium approaches. It highlights the many transitions taking place in all aspects of public life and education during the postmodern phase of late capitalism by using examples from the study of childhood, curriculum, pedagogy, assessment and organization of education. It also considers attempts made so far by policy makers in the western industrialized nations to come to terms with rapid cultural and social changes whilst, at the same time, trying to maintain competitive economies to meet the growing challenge of the emergent Pacific Rim nations.

This text describes and explains the sense of uncertainty faced by educators as the millenium approaches. It highlights the many transitions taking place in all aspects of public life and education during the postmodern phase of late capitalism by using examples from the study of childhood, curriculum, pedagogy, assessment and organization of education. It also considers attempts made so far by policy makers in the western industrialized nations to come to terms with rapid cultural and social changes whilst, at the same time, trying to maintain competitive economies to meet the growing challenge of the emergent Pacific Rim nations.

For nearly 200 years the organisational form of the school has changed little. Bureaucracy has been its enduring form. The school has prepared the worker for the factory of mass production. It has created the 'mass consumer' to be content with accepting what is on offer, not what is wanted. However, a revised educational code appears to be emerging. This code centres upon the concept of personalisation, which operates at two levels: first, as a new mode of public service delivery; and second, as a new grammar for the school, with new flexibilities of structure and pedagogical process. Personalisation has its intellectual roots in marketing theory, not in educational theory and is the facilitator of 'education for consumption'. It allows for the 'market' to suffuse even more the fabric of education, albeit under the democratic-sounding call of freedom of choice.

Education and the Culture of Consumption raises many questions about personalisation which policy-makers seem prone to avoid:

• Why, now, are we concerned about personalisation?
• What are its theoretical foundations?
• What are its pedagogical, curricular and organisational consequences?
• What are the consequences for social justification of personalisation?
• Does personalisation diminish the socialising function of the school, or does it simply mean that the only thing we share is that we have the right to personalised service?

All this leads the author to consider an important question for education: does personalisation mark a new regulatory code for education, one which corresponds with both the new work-order of production and with the makeover-prone tendencies of consumers?

The book will be of great interest to postgraduate students and academics studying in the fields of education policy and the social foundations of education, and will also be relevant to students studying public policy, especially health care and social care, and public management.

Fauna follows the lead of the bacon-skinned Pig with a menagerie of twisted tales about the lives and times of our fellow-feeling creatures. There are guinea pigs in the underworld, elephants in a virtual world, vengeful birds from a far-off world, and so much more beastliness. There will be nowhere for the humans to hide. "Brilliant imagination and sharp storytelling aside, Dr. David Hartley shows us a delightfully fresh way of looking at who should, really, be our closest friends."- Nik Perring (Author of Not So Perfect, Freaks!) "Fiercely original, these are stories that are at times disturbing, absurd, and darkly comedic, and which refuse to conform to the constraints of time and space. A startling collection, that begs to be read aloud. Hartley is a brilliant storyteller, with the kind of imagination that leaves you feeling a bit fearful for your own safety." - Lucie McKnight Hardy (Author of Water Shall Refuse Them) "I haven't read anything quite like these brilliant, dark and often fairy-tailish short stories. The tension is found here on the edges and boundaries: human/animal, natural/man-made, happiness/horror. With humour and an incredible versatility in voice and style - not to mention technology-hacking rabbits and horses who time travel - Hartley asks us to look hard at our own world and never, ever, underestimate the animals. " - Tania Hershman, author of Some Of Us Glow More Than Others and My Mother Was An Upright Piano Extract: A Panda Appeared in Our Street A panda appeared in our street, skewered to the railing outside my house. Let me paint the picture: there's the road outside my house, then there's this long strip of grass, then there's the houses opposite. And the grass has got these railings all the way around it, for kids to kick their footballs off and stuff, and this panda was just there that morning, stuck on a row of the spikes, directly opposite my house. So, I went up to it and I was like that to the kids who were playing out, I was like; who's is this panda, lads? And they were like; dunno, dunno mate and they didn't seem to care. So, I knocked on to my neighbour, Gail, and she comes out and I'm like; Gail. Check this out. A panda. And she's like; hmm, oh yeah aye. So how are you keeping Jon, are you well? But I'm like; Gail, it's a panda! What should we do? And she's like; leave it, it's just some kid's toy. And that's when I realised. The people of the street; they weren't seeing the same thing I was. They were seeing a stuffed toy, like a teddy bear type thing, all synthetic fur and glass-bead eyes. But I was seeing something else. I was seeing a real-life panda skewered on a row of the railing spikes. And the poor bugger was still alive. There was blood on the floor and the panda was squirming and crying out a bit. I didn't know what to do. I thought about trying to lift it off, but you shouldn't do that in case you hit an artery. Or it might get angry and start attacking me, or it might run off and hurt some kid. So, I thought; ring the RSPCA, Jon, but if I'm the only one who can see it's a real panda, they might end up locking me away instead. So, I just left it. I guess I thought someone else would figure it out, or it would free itself or something.