First published in 1993, Specialisation and Choice in Urban Education explores how city technology colleges (CTC) have managed the task of selecting intakes representatives of their catchment areas and explore their impact on local schools. From their announcements in 1986, CTC have been presented both as a new choice of school for the inner city and as pointing the way to a more diversified education system. This account of their development uses interviews with key architects of the initiative to identify more clearly the objectives CTCs were designed to serve. It then draws on interviews and observation in CTCs themselves to discover how far these schools are becoming centres of innovation in school management, curriculum and approaches to teaching and learning. Throughout, the CTC policy is considered in the context of Government's broader political project to challenge 'welfarism' and to encourage entrepreneurship, competition, and choice. This book is an essential read for scholars and researchers of education policy, sociology of education, and education in general.

Significant changes in the policy and social context of teaching over the last 30 years have had substantial implications for teacher professionalism. As the influence of central regulation and marketisation has increased, so the scope for professional influence on policy and practice has in many cases diminished. Instead, teachers have had to respond to a range of other demands stemming from broader social changes, including greater public scepticism towards professional authority combined with demands for public services that are more responsive to diverse cultural and social identities. This collection of work by leading international scholars in the field makes a unique contribution to understanding both how these changes are impacting on teaching and how teachers might change their practice for the better. The central premise of the book is that if research is going to be helpful in improving professional learning and the quality of teachers' practice, the full potential of three broad approaches to research on teacher professionalism needs to be brought to bear on these issues: research on the changing political and social context of professional work and practice research on the working lives and lived experiences of teachers, and research on how teachers' professional practices might be enhanced. In bringing together and drawing out the complementarities of these three approaches, this book represents a ground-breaking collection of work.

Rethinking Social Policy is a comprehensive introduction to, and analysis of, the complex mixture of problems and possibilities within the study of social policy. Contributors at the cutting edge of social policy analysis reflect upon the implications of new social and theoretical movements for welfare and the study of social policy. Topics covered include: criminology and crime control; race, class and gender; poverty and sexuality; the body and the emotions; violence; work and welfare in Europe. Examples are drawn from a variety of welfare sectors such as: social services and community care, health, education, employment, and criminal justice. This is a course reader for The Open University course (D860) Rethinking Social Practice.

Contents:
Introduction Part One: Post-Welfarism and the Reconstruction of English Schooling 1. The Emergence of the Managerial School 2. Shifting Discourses of School Headship 3. Values and Ethics in the Managerial School 4. The Reconstruction of Teachers' Work 5. Can All Schools be Successful? An Exploration of the Determinants of School 'Success' Part Two: Social Justice and the Rise of New Labour 6. Conceptualising Social Justice in an Age of Difference 7. Post-Welfareist Schooling: A Social Justice Audit 8. New Labour's 'Third Way' and the Politics of Justice in Education: The Case of 'Action Zones'

The relationship between welfare and the state has undergone a sustained process of reconfiguration over the past two decades and managerialism has played a key role in this process. In education, parents are now seen as consumers and schools as small businesses, their income dependent on their success in attracting customers within competitive local 'markets'.
At the same time, management practices borrowed from business, such as target setting and performance monitoring, now play a key role in regulating schools.
What kinds of schools are the reforms producing? What impact are they having on school culture and values? What are the social justice implications of applying a business model to the provision of schooling?
In The Managerial School Sharon Gerwirtz draws on in-depth interviews with teachers in a range of secondary schools and close observation of school practices to try to answer these questions.Through a comparison of Conservative and New Labour policies, she argues that New Labour's 'third way' for education is a contradictory mix of neo-liberal, authoritarian and humanistic strands that is not in any real sense a new educational settlement.
This empirically based account of over a decade of education reform offers a unique insight into the effects of managerialism on schools and a hard-hitting analysis of the inherent tensions in a system that undoubtedly perpetrates social injustice.

Significant changes in the policy and social context of teaching over the last 30 years have had substantial implications for teacher professionalism. As the influence of central regulation and marketisation has increased, so the scope for professional influence on policy and practice has in many cases diminished. Instead, teachers have had to respond to a range of other demands stemming from broader social changes, including greater public scepticism towards professional authority combined with demands for public services that are more responsive to diverse cultural and social identities. This collection of work by leading international scholars in the field makes a unique contribution to understanding both how these changes are impacting on teaching and how teachers might change their practice for the better. The central premise of the book is that if research is going to be helpful in improving professional learning and the quality of teachers' practice, the full potential of three broad approaches to research on teacher professionalism needs to be brought to bear on these issues: research on the changing political and social context of professional work and practice research on the working lives and lived experiences of teachers, and research on how teachers' professional practices might be enhanced. In bringing together and drawing out the complementarities of these three approaches, this book represents a ground-breaking collection of work.

This accessible, broad-ranging textbook provides a critical introduction to British and comparative social policy. Drawing on the comparative analysis of welfare regimes, the book show how the welfare systems of individual countries can only be understood through exploring the wider global context. The chapters highlight the richness, complexity and dynamics of welfare regimes in different countries, while at the same time considering shared features and trends. Comparing Welfare States provides a unique way into analysis of the British welfare state through its wider international focus. In this extensively revised second edition, the British case is related to the experiences of the United States of America, Sweden, Germany and Ireland, and set in the context of policy issues within the European Union. Throughout the authors problematize traditional notions of welfare, emphasizing variations in levels and forms of provision and in the ways in which different social groups experience welfare. Particular attention is paid to the interactions between family policies and issues of race and gender and to the processes by which individuals or groups are given or denied access to full welfare citizenship. This book will be an invaluable text for students of British and comparative social and public policy and to all of those interested in the study of European welfare states.

New Managerialism, New Welfare? is a carefully integrated textbook that explores the continuing restructuring of the state and social welfare in the United Kingdom. It combines studies of specific policy areas - such as health, education, criminal justice, local government - with chapters that examine cross-cutting themes and developments. The book provides a thorough and critical reflection on New Labour's vision of the past and future of social welfare and public services in the construction of a modern society'.

New Managerialism, New Welfare? is a carefully integrated textbook that explores the continuing restructuring of the state and social welfare in the United Kingdom. It combines studies of specific policy areas - such as health, education, criminal justice, local government - with chapters that examine cross-cutting themes and developments. The book provides a thorough and critical reflection on New Labor's vision of the past and future of social welfare and public services in the construction of a `modern society'.

Rethinking Social Policy is a comprehensive introduction to, and analysis of, the complex mixture of problems and possibilities within the study of social policy. Contributors at the cutting edge of social policy analysis reflect upon the implications of new social and theoretical movements for welfare and the study of social policy. Topics covered include: criminology and crime control; race, class and gender; poverty and sexuality; the body and the emotions; violence; work and welfare in Europe. Examples are drawn from a variety of welfare sectors such as: social services and community care, health, education, employment, and criminal justice. This is a course reader for The Open University course (D860) Rethinking Social Practice.