An account of issues affecting ethnic relations in primary and secondary schools in the 1990s. Aimed at teachers, governors, parents, and local and central government, this book reflects the tensions and pressures felt in schools today and points to the policies and practices working for improvement.

Until this book was published, most writing on special education was about specific disabilities and how to cope with them. This book, however, considers the broader context, looking at many problems for the wider system that have arisen through integration of special education within it. The book is international and comparative in its focus and includes much North American material and work by North American researchers.

At the time of original publication, special education in Britain was permeated by an ideology of benevolent humanitarianism and this is ostensibly the moral framework within which the professionals - teachers, educational psychologists, medical officers - operate. The author widens the debate about special education by introducing sociological perspectives and considering the structural relationships that are produced both within the system and in the wider society when part of a mass education system develops separately, as 'special' rather than normal. She outlines the origin and development of special education, stressing the conflicts involved and the role played by vested interests, and criticizes the current rhetoric of 'special needs'. Among the issues and dilemmas that she identifies, the problems of selection, assessment, integration and the curriculum for special schools are discussed in details, and the position of parents, pupils and teachers within the system is examined. The author gives particular attention in a separate chapter to the problems and position of ethnic minorities.

Effective schools? Effective for whom? Effective for what? Who in fact gains from the school effectiveness research and school improvement movements? This book maintains that while purporting to be inclusive and comprehensive, school effectiveness research is riddled with errors and often excludes, amongst others, children with special needs, black boys, clever girls. Effectiveness schemes can be bureaucratic and disempowering. This collection of essays - written by academics and practioners - mounts a challenge to the overbearing qualities of the school effectiveness and school improvement movements. Particular criticism is levelled at the disassociation of what goes on in schools from the world at large. School effectiveness thus seems to avoid, or not succeed in, preparing children for citizenship, for parenthood, and for work.

Positing inclusive education as a cornerstone of democracy, social equality and effective education, this unique book offers a timely response to the recent conservative backlash which has dismissed inclusive education as a field of research and practice which has become outdated and unfit for purpose. With profound insight and clarity, Slee delves deep into the architecture of modern-day schooling to show how inclusive education has been misappropriated and subverted, manifesting itself in a culture of ableism, an ethic of competitive individualism and the illusion of special educational needs. A unique book in both form and content, the author draws on music and art theory, on real-life observations and global experience, contemporary education policy and practice to reject calls for a return to segregated schooling, and put forward a compelling counterargument for schooling which models the kind of world we want our children to live in - a world of authentic, rather than divided communities. A timely response to a modern-day debate with global relevance, Inclusive Education isn't Dead, it Just Smells Funny will be of interest to researchers and educators, policy makers, parents and practitioners with an interest in inclusive education.

Colonial Immigrants in a British City (1979) analyses the relationship between West Indian and Asian immigrants and the class structure of a British city. Based on a four-year research project in the Handsworth area of Birmingham, the book is a study of race and community relations - political, social, economic and personal - in a major centre of immigrant settlement. It considers the relationship between housing class and class formations and consciousness in other sectors of allocation, such as employment and education. It includes a consideration of the changing political climate on race relations between 1950 and 1976.

First published in 1981. Based on a three-year study of children moving into special ESN-M education in an English city in the mid-1970s, this book questions the whole concept of mild educational subnormality by examining the criteria according to which professionals make decisions to place children within this stigmatised category. It suggests that the beliefs that the professionals hold about the behavioural, family and class characteristics of the children help to determine their judgements, and that these beliefs are related to their own position within the social structure.

Available Open Access under CC-BY-NC licence. This book is about the experiences of students in institutions of higher education from 'non-traditional' backgrounds. The expansion of Higher Education world-wide shows no signs of slowing down and there is already a large literature on who has access to higher education and to qualifications that offer higher life-time incomes and status. However to date there has been minimal focus on what happens to the students once they are in the institutions and the inequalities that they face. This book aims to fill this gap in the literature. The chapters demonstrate that the students and their families are finding ways of acquiring forms of capital that encourage and sustain their participation in higher education. Contributions from the UK, the USA and Australia reveal that the issues surrounding the inclusion of 'non-traditional' students are broadly similar in different countries. It should be read by all those leading, managing, or teaching in, institutions of higher education and all students or intending students whatever their background.

Available Open Access under CC-BY-NC licence. This book is about the experiences of students in institutions of higher education from 'non-traditional' backgrounds. The expansion of Higher Education world-wide shows no signs of slowing down and there is already a large literature on who has access to higher education and to qualifications that offer higher life-time incomes and status. However to date there has been minimal focus on what happens to the students once they are in the institutions and the inequalities that they face. This book aims to fill this gap in the literature. The chapters demonstrate that the students and their families are finding ways of acquiring forms of capital that encourage and sustain their participation in higher education. Contributions from the UK, the USA and Australia reveal that the issues surrounding the inclusion of 'non-traditional' students are broadly similar in different countries. It should be read by all those leading, managing, or teaching in, institutions of higher education and all students or intending students whatever their background.

First published in 1981. Based on a three-year study of children moving into special ESN-M education in an English city in the mid-1970s, this book questions the whole concept of mild educational subnormality by examining the criteria according to which professionals make decisions to place children within this stigmatised category. It suggests that the beliefs that the professionals hold about the behavioural, family and class characteristics of the children help to determine their judgements, and that these beliefs are related to their own position within the social structure.

A Sociology of Special and Inclusive Education brings sociological perspectives to bear on the social, political and economic policies and practices that comprise special and inclusive education, and the education of lower attainers. Increasingly governments have accepted the premise that education should incorporate all social and ethnic groups, especially those regarded as having special educational needs, disabilities and difficulties in learning, but despite a plethora of literature on special and inclusive education world-wide, governments are still unsure of the reasons for this sector's expansion in their national education systems. Professor Tomlinson applies critical sociological perspectives to the social processes, policies and practices that comprise special and inclusive education, particularly in England and the USA. She clearly examines the way in which people or groups exercise power and influence to shape this area of education, and discusses the conflicts of interest that arise in resulting social interactions and relationships. Key questions asked include: Why and how has a whole sector of education dealing with young people regarded as having learning difficulties, low attainments, behaviour problems or disabilities developed? How have special education programmes and resources become subsumed into variations of inclusive education? Why have ideological beliefs in hierarchies of ability, limits to learning potential and IQ as measurement continued to legitimate the treatment of young people? What happens to young people after their special, included or lower attainers' programmes, in terms of work and life chances? A Sociology of Special and Inclusive Education will be of interest to a wide range of educators, professionals, practitioners and policy-makers concerned with special, inclusive and vocational education, in addition to undergraduate, post-graduate and research students and academics.

In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, major theoretical and practical contributions - so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Professor Sally Tomlinson brings together 12 of her key writings in one place, including chapters from her best-selling books and articles from leading journals. In this landmark publication she reviews and recounts the history and development of her research and writing over 30 years that is concerned with the politics of education systems, especially special education, and the place of social classes and ethnic and racial minorities in the systems. Social class, race and gender have historically always been essential markers in deciding who would receive a minimum or inferior education and thus fail to obtain whatever were currently acceptable qualifications. Definitions of the 'less able' or ineducable were based on beliefs in the biological and cultural inferiority of lower social classes, racial and immigrant groups. Professor Tomlinson's aim in her work has always been to introduce sociological, historical and political perspectives into an area dominated by psychological, administrative and technical views and to explain how the individual 'problems' were connected to wider social structures and policies. This unique collection illustrates the development of Professor Tomlinson's thinking over the course of her long and esteemed career.

School effectiveness research together with what is now described as the 'school improvement movement' (Barber, 1996) has captured both the Conservative and New Labour imaginations as a basis for educational planning and policy making in the UK. Internationally school effectiveness enjoys and expanding and enthusiastic audience.
This book provides a critique of this research genre, particularly in the light of the recent calls for teaching to go 'back to the basics'. The editors argue that this school effectiveness research is simplistic in its analysis of educational problems. Far from getting to the bottom of the problem of failing students and schools, they argue, these 'movements' are merely scratching at the surface of the problems and coming up with notions for superficial improvements.

The debate about special needs provision has increased dramatically over the last 15 years, however, despite the widespread concern over both learning and behavioural difficulties, there have been few attempts to analyse in detail the process of assessment by which children are being identified as having special educational needs. Drawing upon research carried out by the authors, this book fills that gap by examining the process in detail. It considers the assessment process itself and how it affects and is affected by other areas of school policy - in some cases causing tension and conflict such as parental participation, the use and allocation of resources and multi-professional decision-making. A feature of the book is its analysis of the impact of the National Curriculum and the local management of schools (LMS) provision for special needs.

A Sociology of Special and Inclusive Education brings sociological perspectives to bear on the social, political and economic policies and practices that comprise special and inclusive education, and the education of lower attainers. Increasingly governments have accepted the premise that education should incorporate all social and ethnic groups, especially those regarded as having special educational needs, disabilities and difficulties in learning, but despite a plethora of literature on special and inclusive education world-wide, governments are still unsure of the reasons for this sector's expansion in their national education systems. Professor Tomlinson applies critical sociological perspectives to the social processes, policies and practices that comprise special and inclusive education, particularly in England and the USA. She clearly examines the way in which people or groups exercise power and influence to shape this area of education, and discusses the conflicts of interest that arise in resulting social interactions and relationships. Key questions asked include: Why and how has a whole sector of education dealing with young people regarded as having learning difficulties, low attainments, behaviour problems or disabilities developed? How have special education programmes and resources become subsumed into variations of inclusive education? Why have ideological beliefs in hierarchies of ability, limits to learning potential and IQ as measurement continued to legitimate the treatment of young people? What happens to young people after their special, included or lower attainers' programmes, in terms of work and life chances? A Sociology of Special and Inclusive Education will be of interest to a wide range of educators, professionals, practitioners and policy-makers concerned with special, inclusive and vocational education, in addition to undergraduate, post-graduate and research students and academics.

At the time of original publication, special education in Britain was permeated by an ideology of benevolent humanitarianism and this is ostensibly the moral framework within which the professionals teachers, educational psychologists, medical officers operate. The author widens the debate about special education by introducing sociological perspectives and considering the structural relationships that are produced both within the system and in the wider society when part of a mass education system develops separately, as special rather than normal. She outlines the origin and development of special education, stressing the conflicts involved and the role played by vested interests, and criticizes the current rhetoric of special needs . Among the issues and dilemmas that she identifies, the problems of selection, assessment, integration and the curriculum for special schools are discussed in details, and the position of parents, pupils and teachers within the system is examined. The author gives particular attention in a separate chapter to the problems and position of ethnic minorities.

What happens to young people who are defined as lower attainers or having learning difficulties in a global knowledge economy?

How do we stop those with learning difficulties or disabilities being seen as social problems or simply as consumers of resources?

Governments in developed countries are driven by the belief that in a global economy all citizens should be economically productive, yet they are still not clear about the relationship between the education of low attainers and the labour market. Ignorant Yobs?: Low Attainers in a Global Knowledge Economy examines this international phenomenon, exploring how those with learning difficulties are treated in a world economy where even low-skilled jobs require qualifications.

This unique book provides an examination of countries which converge on the issue of the low attaining population, despite differing on political, economic and cultural dimensions. In doing so, it considers some thorny issues at the forefront of education policy and provision:

• The increasing competitive stratification within education systems;
• The impact of governments who have put competition in the labour market at the heart of their policies;
• Social control of potentially disruptive groups, social cohesion and the human rights agenda;
• The expansion of a special education industry driven by the needs of middle class, aspirant and knowledgeable parents, anxious about the success of their less able children.

Written by an internationally renowned scholar, Ignorant Yobs?: Low Attainers in a Global Knowledge Economy synthesises a range of complex, highly topical issues and suggests how those with learning difficulties might, with government and employer support, contribute to a flexible labour market. This book, using original discussions in England, the USA, Germany, Malta and Finland, will be of interest to a wide audience of policy-makers, practitioners, administrators, and politicians, in addition to undergraduate, postgraduate and research students and academics.

Covering the period from the height of Empire to Brexit and beyond, this book shows how the vote to leave the European Union increased hostilities towards racial and ethnic minorities and migrants. Concentrating on the education system, it asks whether populist views that there should be a British identity - or a Scottish, Irish or Welsh one - will prevail. Alternatively arguments based on equality, human rights and economic needs may prove more powerful. It covers events in politics and education that have left most white British people ignorant of the Empire, the often brutal de-colonisation and the arrival of immigrants from post-colonial and European countries. It discusses politics and practices in education, race, religion and migration that have left schools and universities failing to engage with a multiracial and multicultural society.

In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, major theoretical and practical contributions - so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Professor Sally Tomlinson brings together 12 of her key writings in one place, including chapters from her best-selling books and articles from leading journals. In this landmark publication she reviews and recounts the history and development of her research and writing over 30 years that is concerned with the politics of education systems, especially special education, and the place of social classes and ethnic and racial minorities in the systems. Social class, race and gender have historically always been essential markers in deciding who would receive a minimum or inferior education and thus fail to obtain whatever were currently acceptable qualifications. Definitions of the 'less able' or ineducable were based on beliefs in the biological and cultural inferiority of lower social classes, racial and immigrant groups. Professor Tomlinson's aim in her work has always been to introduce sociological, historical and political perspectives into an area dominated by psychological, administrative and technical views and to explain how the individual 'problems' were connected to wider social structures and policies. This unique collection illustrates the development of Professor Tomlinson's thinking over the course of her long and esteemed career.

Covering the period from the height of Empire to Brexit and beyond, this book shows how the vote to leave the European Union increased hostilities towards racial and ethnic minorities and migrants. Concentrating on the education system, it asks whether populist views that there should be a British identity - or a Scottish, Irish or Welsh one - will prevail. Alternatively arguments based on equality, human rights and economic needs may prove more powerful. It covers events in politics and education that have left most white British people ignorant of the Empire, the often brutal de-colonisation and the arrival of immigrants from post-colonial and European countries. It discusses politics and practices in education, race, religion and migration that have left schools and universities failing to engage with a multiracial and multicultural society.

Positing inclusive education as a cornerstone of democracy, social equality and effective education, this unique book offers a timely response to the recent conservative backlash which has dismissed inclusive education as a field of research and practice which has become outdated and unfit for purpose. With profound insight and clarity, Slee delves deep into the architecture of modern-day schooling to show how inclusive education has been misappropriated and subverted, manifesting itself in a culture of ableism, an ethic of competitive individualism and the illusion of special educational needs. A unique book in both form and content, the author draws on music and art theory, on real-life observations and global experience, contemporary education policy and practice to reject calls for a return to segregated schooling, and put forward a compelling counterargument for schooling which models the kind of world we want our children to live in - a world of authentic, rather than divided communities. A timely response to a modern-day debate with global relevance, Inclusive Education isn't Dead, it Just Smells Funny will be of interest to researchers and educators, policy makers, parents and practitioners with an interest in inclusive education.

Until this book was published, most writing on special education was about specific disabilities and how to cope with them. This book, however, considers the broader context, looking at many problems for the wider system that have arisen through integration of special education within it. The book is international and comparative in its focus and includes much North American material and work by North American researchers.

Reviews of the first edition"This book must become the classic text for students of education, social and welfare policies. Sally Tomlinson, doyenne of policy-orientated education and social research, has written with commendable clarity and comprehensiveness a superb book on British education." - Journal of Social Policy"This book provides a context for understanding education policy which is currently missing from education and social policy courses. It should be compulsory reading." - Len Barton, Institute of Education, University of London"The persistence and reinforcement of class advantage through English education policy is a key theme... this book does a superb job of both highlighting the key social justice concerns and controversies over the last fifty years and providing an overview of education policy developments over the same period." - British Journal of Sociology of EducationHighly commended - S.E.S Book Prize 2002The acclaimed first edition of Education in a Post-Welfare Society provided a critical overview of education policy since 1945. It demonstrated how a relatively decentralised education system became a system in which funding, teaching and curriculum are centrally controlled and privatisation encouraged, with education becoming a prop for global market economy rather than a pillar of the welfare state. The second edition continues the policy story up to 2005, covering two terms of a New Labour government and their plans for a third term. It also continues an examination of the relationship of education policy to social class, race, gender and the economy, paying attention to the educational disadvantages of some ethnic groups and refugee children. The book includes chronologies of education acts, reports and initiatives and summaries of major legislation. This is an invaluable resource for all those concerned with social policy and education, including educational researchers, professionals and politicians.

As a universal experience school provokes strongly-held opinions. The views of teachers, parents, pupils compete with those of educational theorists, social engineers and ideologues. Although undoubtedly much improved since the time of Beveridge, the provision of education remains beset with challenges. Sally Tomlinson's engaging, and at times personal, journey through Britain's postwar experience of schooling and education reform draws on her many years of working in the sector. She explains how legacies of different systems and countless policy initiatives have led to the persistence of social inequalities, entrenching them in society and perpetuated by the power dynamics that they create between class, race and gender. Furthermore, she shows how the increasing mania for testing, targets, choice and competition, which has made schools into a marketplace and young people into consumers, threatens to undermine schools as a place where citizens can share learning and the democratic values that are needed as much today as they were in Beveridge's time.

What happens to young people who are defined as lower attainers or having learning difficulties in a global knowledge economy?

How do we stop those with learning difficulties or disabilities being seen as social problems or simply as consumers of resources?

Governments in developed countries are driven by the belief that in a global economy all citizens should be economically productive, yet they are still not clear about the relationship between the education of low attainers and the labour market. Ignorant Yobs?: Low Attainers in a Global Knowledge Economy examines this international phenomenon, exploring how those with learning difficulties are treated in a world economy where even low-skilled jobs require qualifications.

This unique book provides an examination of countries which converge on the issue of the low attaining population, despite differing on political, economic and cultural dimensions. In doing so, it considers some thorny issues at the forefront of education policy and provision:

• The increasing competitive stratification within education systems;
• The impact of governments who have put competition in the labour market at the heart of their policies;
• Social control of potentially disruptive groups, social cohesion and the human rights agenda;
• The expansion of a special education industry driven by the needs of middle class, aspirant and knowledgeable parents, anxious about the success of their less able children.

Written by an internationally renowned scholar, Ignorant Yobs?: Low Attainers in a Global Knowledge Economy synthesises a range of complex, highly topical issues and suggests how those with learning difficulties might, with government and employer support, contribute to a flexible labour market. This book, using original discussions in England, the USA, Germany, Malta and Finland, will be of interest to a wide audience of policy-makers, practitioners, administrators, and politicians, in addition to undergraduate, postgraduate and research students and academics.