This book examines the impact of neo-liberal reform on the traditional caring ethos of public services such as education, exploring how these reforms influence the appointment and experiences of senior management across the education sector.

This is a major book on equality and education, a work of both theoretical and
empirical significance. It is an exciting and challenging study that offers
an insight into the complex nature of life inside schools.

Based on an intensive 2-year study of classrooms, staff rooms, playgrounds,
extracurricular and other events, as well as interviews with students and teachers,
the authors go deep inside schools to identify the micro politics and practices
that promote equality and inequality in education. While paying special attention
to the dynamics of gender, social class and 'ability' grouping,
the book also demonstrates how the denial of difference (lack of recognition)
and hierarchical power relations (lack of representation) work in tandem with
redistributive injustices to produce what so often seem like inevitable outcomes
of schooling.

At a theoretical level, the book challenges researchers and educators to adopt
a more holistic approach to the analysis of inequality in education. While the
work underlines the key role of distributive politics in determining education
outcomes for particular social classes, and the salience of recognising differences
arising from gender, sexuality, disability, religion, race and ethnicity, it
also demonstrates the central importance of power as an equality problematic
for both teachers and students.

Having named the dynamics of difference, distribution and power, the
book also highlights the sites for action and change. Knowing the architecture
of inequality enables us to see how equality can be reconstructed in education.
Creating a more egalitarian relationship between teachers and students, between
teachers themselves, and between teachers and school management, is a key factor
in promoting egalitarian practices in education.

The fourteen essays in this volume share new and evolving knowledge, theories, and observations about the city of Athens or the region of Attica. The contents include essays on topography, architecture, religion and cult, sculpture, ceramic studies, iconography, epigraphy, trade, and drama. This volume is dedicated to John McK. Camp II, to acknowledge the extraordinary impact he has had on the field of Greek archaeology through his work in the Athenian Agora, as a scholar of ancient Greece, and as Mellon Professor at the American School of Classical Studies. The contributors' work represents current research by the latest generation of scholars with ties to Athens. All of the contributors were students of Professor Camp in Greece, and their essays are dedicated to him in gratitude for his profound influence on their lives and careers.

The fourteen essays in this volume share new and evolving knowledge, theories, and observations about the city of Athens or the region of Attica. The contents include essays on topography, architecture, religion and cult, sculpture, ceramic studies, iconography, epigraphy, trade, and drama. This volume is dedicated to John McK. Camp II, to acknowledge the extraordinary impact he has had on the field of Greek archaeology through his work in the Athenian Agora, as a scholar of ancient Greece, and as Mellon Professor at the American School of Classical Studies. The contributors' work represents current research by the latest generation of scholars with ties to Athens. All of the contributors were students of Professor Camp in Greece, and their essays are dedicated to him in gratitude for his profound influence on their lives and careers.

Neoliberalism has been widely criticised because of its role in prioritising 'free markets' as the optimum way of solving problems and organising society. In the field of education, this leads to an emphasis on the knowledge economy that can reduce both persons and education to economic actors and be detrimental to wider social and ethical goals. Drawing on a range of international contexts across informal, adult, school and university settings, this book provides innovative examples that show how neoliberalism in education can be challenged and changed at the local, national and transnational levels in order to foster a more democratic culture.

Based on a study of 12 schools over a two-year period, this book explores issues of equality and power both in the classroom and in the staffroom. Through classroom observation, interviews with pupils and staff, focus groups and questionnaires, the authors examine classroom practice, grouping and streaming, peer group relations and attitudes to power relationships both between pupils and teachers, and amongst teachers themselves. They also look particularly at the different experiences of pupils in single sex and co-educational schools.
The authors' findings offer an insight into the way schools operate in terms of social class, gender, religion and ethnicity, and raise fundamental questions about the use and abuse of power in schools and how this affects the lives of pupils and staff.
This book will be of interest to those studying education, sociology, gender studies and women's studies, and to policy makers and teachers in senior management roles.

This book examines the impact of neo-liberal reform on the traditional caring ethos of public services such as education, exploring how these reforms influence the appointment and experiences of senior management across the education sector.

Neoliberalism has been widely criticised because of its role in prioritising 'free markets' as the optimum way of solving problems and organising society. In the field of education, this leads to an emphasis on the knowledge economy that can reduce both persons and education to economic actors and be detrimental to wider social and ethical goals. Drawing on a range of international contexts across informal, adult, school and university settings, this book provides innovative examples that show how neoliberalism in education can be challenged and changed at the local, national and transnational levels in order to foster a more democratic culture.

A major focus of teacher education is the development of preservice teachers. However, it should not be the only focus of those who work in teacher education. Educating inservice teachers in equally important, and the conversation among those involved in mathematics teacher education needs to include discussion of this group as well. This conversation also highlights a need for professional development for teacher educators and research on the development of teacher educators. This monograph discusses issues in educating all of these groups of individuals in an effort to continue the conversation among those involved in mathematics teacher education.

A major focus of teacher education is the development of preservice teachers. However, it should not be the only focus of those who work in teacher education. Educating inservice teachers in equally important, and the conversation among those involved in mathematics teacher education needs to include discussion of this group as well. This conversation also highlights a need for professional development for teacher educators and research on the development of teacher educators. This monograph discusses issues in educating all of these groups of individuals in an effort to continue the conversation among those involved in mathematics teacher education.