In this Book

summary
For 50 years, educator and sociologist Geoff Whitty resolutely pursued social justice through education, first as a classroom teacher and ultimately as the Director of the Institute of Education in London. The essays in this volume - written by some of the most influential authors in the sociology of education and critical policy studies - take Whitty’s work as the starting point from which to examine key contemporary issues in education and the challenges to social justice that they present. Set within three themes of knowledge, policy and practice in education, the chapters tackle the issues of defining and accessing ‘legitimate’ knowledge, the changing nature of education policy under neoliberalism and globalization, and the reshaping of teacher workplaces and professionalism – as well as attempts to realize more emancipatory practice. Whitty’s scholarship on what constitutes quality and impact in educational research is also explored. Together, the essays open a window on a life in the sociology of education, the scholarly community of which it was part, and the facets of education policy, practice and research that they continue to reveal and challenge in pursuit of social justice. They celebrate Whitty as one of the foremost sociologists of education of his generation, but also as a friend and colleague. And they highlight the continued relevance of his contribution to those seeking to promote fairer and more inclusive education systems.

Table of Contents

  1. Cover
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  1. 00_Halftitle_Page.
  2. p. i
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  1. Dedication
  2. p. ii
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  1. Title Page
  2. p. iii
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  1. Copyright Page
  2. p. iv
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  1. Contents
  2. pp. v-vi
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  1. About the Contributors
  2. pp. vii-xiv
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  1. List of Figures and Tables
  2. p. xv
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  1. List of Abbreviations
  2. pp. xvi-xvii
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  1. Acknowledgements
  2. p. xviii
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  1. Preface
  2. pp. xix-xx
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  1. Introduction
  2. pp. 1-10
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  1. Part I: Knowledge
  2. p. 11
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  1. 1. Social Mobilizations and Official Knowledge
  2. pp. 13-27
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  1. 2. Sex, Sexuality and HIV: ‘Education’, in the Broadest Sense of the Word
  2. pp. 28-38
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  1. 3. Education for Inclusion or Exclusion: Representation of Ethnic Minorities in Chinese Mainstream History Textbooks
  2. pp. 39-63
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  1. 4. Social Theory, Biological Sciences and the Sociology of Knowledge in Education
  2. pp. 64-82
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  1. 5. Geoff Whitty: Student, Friend and Colleague; Some Personal Reflections
  2. pp. 83-94
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  1. Part II: Policy
  2. p. 95
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  1. 6. The Neoliberalization of the State, the Processes of ‘Fragmentation’, and Research Implications of the New Political Terrain of English Schooling
  2. pp. 97-114
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  1. 7. The White Bones of Policy: Structure, Agency and a Vulture’s-Eye View with Critical Race Theory
  2. pp. 115-133
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  1. 8. From Bastion of Class Privilege to Public Benefactor: The Remarkable Repositioning of Private Schools
  2. pp. 134-148
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  1. 9. Pursuing Racial Justice within Higher Education: Is Conflict Inevitable?
  2. pp. 149-164
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  1. 10. The Policy Sociology of Geoff Whitty: Current and Emergent Issues Regarding Education Research in Use
  2. pp. 165-178
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  1. 11. Revolutions in Educational Policy: The Vexed Question of Evidence and Policy Development
  2. pp. 179-196
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  1. Part III: Practice
  2. p. 197
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  1. 12. Why Isn’t This Empowering? The Discursive Positioning of Teachers in Efforts to Improve Teaching
  2. pp. 199-216
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  1. 13. Can Teachers Still Be Teachers? The Near Impossibility of Humanity in the Transactional Workplace
  2. pp. 217-232
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  1. 14. Contestation, Contradiction and Collaboration in Equity and Widening Participation: In Conversation with Geoff Whitty
  2. pp. 233-254
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  1. 15. Quality, Impact and Knowledge Traditions in the Study of Education
  2. pp. 255-276
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  1. Geoff Whitty: A Biographical Note
  2. pp. 277-292
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  1. Index
  2. pp. 293-296
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  1. BCover.
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Additional Information

ISBN
9781782772774
Related ISBN
9781782772651
MARC Record
OCLC
1148174890
Launched on MUSE
2021-01-19
Language
English
Open Access
Yes
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