Education policies should drive success and equity but in many countries they are failing to do so. Situating the cases of England and Australia within broader global policy trends, this book critically analyses what has gone wrong. Drawing on extensive research in education and reviewing the impact of current policies on teaching, learning, curriculum, leadership and assessment in schools, particularly those that benefit least from wealthy economies, the authors issue a fundamental challenge to current policy orthodoxies. This book identifies crucial policy alternatives to make education both better and fairer.
“A well-informed and highly engaging book by two respected scholars of education policy, which will capture the interest of policymakers and students alike.” Jake Anders, UCL Institute of Education
‘’This well-written book fills a gap in the current thinking on educational disadvantage, an interesting and very topical read.’’ Antony Hughes, Harmony Trust
Debra Hayes is Professor of Education and Equity and Head of School at Sydney School of Education and Social Work, The University of Sydney. Her research investigates inequitable effects of schooling in high poverty and difference contexts.
Ruth Lupton is Professor of Education at The University of Manchester. She researches, writes and teaches about poverty and inequality, particularly in relation to education and neighbourhoods.
The Challenge for Education Policy: Economic Transition and its Social and Spatial Effects
Part 2: Three Wrong Turns
Governing By Numbers
Expecting Schools to Fix the Problems of Society
Turning to the Market
Part 3: Policies in Practice
The Standardisation of Teaching
The ‘Knowledge Curriculum’
Setting and Streaming
Poor Kids need Tough Discipline
Doing ‘What works’
Part 4: Towards an alternative