Education - All titles

This topical book uses network analysis and interviews with key actors to address the changes in education, with a focus on education and the role of new philanthropy.

Policies to increase participation in learning need to concern themselves not only with increasing access and appreciating the different contexts in which learning takes place, but also with the different forms of learning. This report constitutes an exploratory study of the submerged mass of learning, which takes place informally and implicitly.

Higher Education sectors across the world have experienced a gradual process of marketisation. This book offers a new interpretation on why and how marketisation has taken place within England and questions the rationale for further marketisation of Higher Education.

This book brings Brian Jackson and Dennis Marsden’s pioneering Education and the Working Class from 1962 up to date for the 21st century and reveals what we can do to achieve a fairer education system.

Embedded in personal experiences, this collection explores ableism in academia. Through theoretical lenses including autobiography, autoethnography, embodiment, body work and emotional labour, contributors explore being ‘othered’ in academia and provide practical examples to develop inclusive universities and a less ableist environment.

This comprehensive collection discusses topical issues that are essential to both scholarship and policy making in the realm of lifelong learning policies and how far they succeed in supporting young people across their life courses, rather than one-sidedly fostering human capital for the economy.

This timely book contributes to the development of knowledge and understanding of lifelong learning in an expanded Europe. Its wide range of contributors look at the contribution of lifelong learning to economic growth and social cohesion across Europe, focusing its challenge to social exclusion.

This book makes a significant contribution to debates about how people with learning difficulties may achieve social inclusion, and the part which lifelong learning may play in this. Its exploration of the links between community care, education, training, employment, housing and benefits policies in the context of lifelong learning is unique.

Working within the spirit of David Blunkett's visionary foreword to The learning age: A new renaissance for Britain, David H. Hargreaves' analysis challenges the myth that lifelong learning can or should be separated from school education. It asks what changes are needed for the culture and process of lifelong learning to become a reality?

This first report in the ESRC Learning Society series examines the key processes of learning, as embedded in particular workplaces, organisational structures and specific social practices. The authors explore the conflicts and barriers which organisations run into, even when they are trying to promote greater learning among staff.

This is the first book to draw together the evidence on the 'case' for skills and to examine the policies appropriate to achieving 'skills for all'.

This timely book analyses the relationship between the state, public policy and the types of knowledge that New Labour used to make policy and break professional cultures.