Education - Research

Sociologists’ Tales brings together the thoughts and experiences of key UK sociologists from different generations of British sociology in reflecting on why they have chosen a career in sociology, how they have managed to do it and what advice they would offer the next generation.

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 with contributions from the UK, the USA and Australia which reveal that the issues surrounding the inclusion of 'non-traditional' students are broadly similar in different countries.

Social capital, children and young people is about the relationships and networks - social capital - that children and young people have in and out of school.

The British government and powerful international agencies present investment in social capital as a way of promoting neighbourhood renewal, community health and educational achievement. This book confirms the significance of social capital as an analytical tool, while challenging the basis on which current policy is being developed.

This book recaptures the buried history of the household science movement, including domestic science teaching, public health, higher education for women and the scientific content and aims of domestic science courses.

Bringing concepts from critical transitional justice and critical peacebuilding into dialogue with education, this book examines the challenges faced by youth in the post-conflict settings of Bougainville and Solomon Islands, illustrating the vital importance of education in post-conflict recovery.

Drawing on unique new research gathered from three contrasting secondary schools in England, this book explores the aspirations, opportunities and experiences of young people from different social-class backgrounds against a backdrop of continuing inequalities in education.

COVID-19 has widened inequalities in schools and left the future uncertain. Richard Riddell argues that the increasingly narrow focus of education governance has made new thinking impossible and has degraded public life. Nevertheless, he highlights new possibilities for democratic behaviour and the opening up of schooling to all it serves.

Informed by twenty years’ experience as a school governor, Jacqueline Baxter considers what implications the 2014 ‘Trojan Horse’ scandal has had for the future of a democratic system of education in England.

Providing integrated coverage of the policy, practice and outcomes from 1944 to 2012, this book addresses the issues relevant to school admissions arising from three different approaches adopted in this period: planning via local authorities, quasi-market mechanisms, and random allocation.

Reviewing diverse sites, including the US, Cambodia, Israel, Poland, Chile, Australia, and Brazil, this book considers how schooling systems are being influenced by the rise of external actors who increasingly determine the content, delivery, and governance of education.

Peter Scott examines the development of mass higher education and calls for robust action to secure fair access at all levels and changes in the governance and management at both system and institutional levels to ensure more democratic accountability.