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Routledge Research in Education Policy and Politics

This book documents how global educational policies trickle down and influence school cultures and the lives of educators and educational leaders.

This book documents how global educational policies trickle down and influence school cultures and the lives of educators and educational leaders.

Col L: Working in a Survival School

Working in a Survival School

Exploring Policy Tensions, Marketisation and Performativities

Introduction. Part I. 1. Neoliberal Schooling in Glo/local contexts 2. Educational Policy in Australia 3. Institutional Ethnography 4. The Research Site: A School in 'Survival Mode' Part II 5. Marketising the school: policy, partnerships and culture 6. Leading in a survival school: policy tensions, mixed messages and New Public Management 7. Enacting external and internal policies: the work of teachers in tension 8. Survival and implications for educating boys 9. Reflections and conclusions. Appendix A. Appendix B

This book offers a novel and up-to-date exploration of the common belief that increasing conventional school resources will increase academic achievement and help close gaps between various advantaged and disadvantaged students.

Reconsidering School Finance, Policies, and Resources in US Education Policy

School Resources, the Achievement Gap, and the Law

Focusing on current educational systems in the US, UK, and Australia, Grant Rodwell examines the politics of gaslighting within school educational policy and how this links to political motives in a post-truth world.

Focusing on current educational systems in the US, UK, and Australia, Grant Rodwell examines the politics of gaslighting within school educational policy and how this links to political motives in a post-truth world. In recent years, gaslighting has become a major global issue due to various personal, social and political factors. Using sustained comparative description and analysis, Rodwell provides up-to-date research on how gaslighting impacts school educational policy. As gaslighting is a complex term, the book gives a framework of how to comprehend it relative to school educational topics and issues. This book will be a foundational resource for tertiary institutions, educational policy students and researchers, politicians and parents concerned with gaslighting policies and practices.

Systems, Schools and Society

Gaslighting School Educational Policy in a Post-Truth World

This volume centres the notion of 'chance' in education as a key concept in contemporary education - relating to aspects like accountability, datafication, or international large-scale assessments - and discusses the impact that the historical desire to 'tame' this notion.

Control, Prediction and Comparison

Taming Chance in Education

This book critically analyses how cultural and educational policies construct creativity through a range of concepts and compares this against the open and expansive idea of creativity as experienced by individuals in society more broadly

Limitations and Open Spaces

Perspectives on the Place of Creativity in Education, Policy and Practice

In light of the COVID-19 crisis, this edited volume explores the changing landscape of International Student Education in Japanese universities and the impact on global student mobility.

In light of the COVID-19 crisis, this edited volume explores the changing landscape of International Student Education in Japanese universities and the impact on global student mobility.Through analysing a wide range of data, the book engages historical, cultural, linguistic and pedagogical contexts relating to higher education in Japan. With a particular focus on Japanese tertiary education, the chapters provide comprehensive analysis from surveys and interviews conducted since 2020 amongst Japanese and non-Japanese Higher Education institutions (HEIs) on leadership styles, decision-making behaviours and perspectives on higher education practices in Japan. The authors also examine the challenges and impact on student mobility and international student education, and present future directions for the internationalisation of higher education in post-pandemic Japan.This book will appeal to researchers, educators and anyone with an interest in higher education development, international student mobility and language learning.

Higher Education in the Era of the New Normal

International Student Mobility in Japan

This work attempts a comparative description and analysis, focusing on the US, the UK and Australia on the topic of the Right, educational policy and schooling.

This work attempts a comparative description and analysis, focusing on the US, the UK and Australia on the topic of the Right, educational policy and schooling.

The Burning Fuse beneath Schooling in the US, UK and Australia

Education Policy and the Political Right

This book offers a novel and up-to-date exploration of the common belief that increasing conventional school resources will increase academic achievement and help close gaps between various advantaged and disadvantaged students.

This book offers a novel and up-to-date exploration of the common belief that increasing conventional school resources will increase academic achievement and help close gaps between various advantaged and disadvantaged students.

This book critically analyses how cultural and educational policies construct creativity through a range of concepts and compares this against the open and expansive idea of creativity as experienced by individuals in society more broadly

This book critically analyses how cultural and educational policies construct creativity through a range of concepts and compares this against the open and expansive idea of creativity as experienced by individuals in society more broadly. The book draws on empirical data, case-study examples, and ethnographic motifs to identify the discursive construction of creativity and the way in which discourses of creativity are enfolded into narratives of progress in cultural policy. Along with auto-ethnographical perspectives, chapters apply a rich conceptualisation of Foucault and Agamben’s work to contemporary questions and issues in education alongside recent policies and lived experiences from teachers. Exploring ideas of both fixed and expansive creativity, the volume argues that education policy and cultural policy are neoliberalised and that creativity is shaped in schools by regulative schooling systems, but ultimately identifies how individuals enact creative practices that subvert and disrupt neoliberal narratives and limited appropriations. This book will be of great interest to researchers, academics, and postgraduate students in the fields of education policy, creativity studies, and education politics. Those interested in arts education or in intersections between education and the writings of Foucault and Agamben more broadly will also find the book of value.

This volume centres the notion of "chance" in education as a key concept in contemporary education - relating to aspects like accountability, datafication, or international large-scale assessments - and discusses the impact that the historical desire to "tame" this notion has had on present-day educational policy and practice.

Encouraging readers to widen their educational imagination, chapters combine secondary research from the fields of cybernetics, systems thinking, and comparative education with issues of control, prediction, and comparison as ways to tame chance in education. Using the theoretical lenses of reasoning, notions, and addendums for legitimacy to foster a critical awareness of rarely discussed educational matters, the book explores how these notions are central to the taming of chance within education. Ultimately, the authors determine the styles of reasoning that are foundational and frame how we think about, and act on, education, and thereby address one of the top priorities in educational policy, politics, and practice today.

This timely book, with its unique perspective on the debates around education, will be of interest to students, researchers, and scholars in the fields of education policy and politics, international and comparative education, and theory of education. Those involved with the philosophy of education will also find the book valuable.

This volume centres the notion of ‘chance’ in education as a key concept in contemporary education – relating to aspects like accountability, datafication, or international large-scale assessments – and discusses the impact that the historical desire to ‘tame’ this notion.

This volume offers a critical examination of the Programme for International Students Assessment (PISA), focusing on its origins and implementation, relationship to other international large-scale assessments, and its impacts on educational policy and reform at national and cross-national levels.



Using empirical data gathered from a research project carried out by the CeiED at Lusofona University, Lisbon, the text highlights connections between PISA and emergent issues including the international circulation of big science, expertise and policy, and identifies its conceptual and methodological limits as a global governance project. The volume ultimately provides a novel framework for understanding how OECD priorities are manifested through a regulatory instrument based on Human and Knowledge Capital Theory, and so makes a powerful case to search for new humanistic approaches.



This text will benefit researchers, academics and educators with an interest in education policy and politics, international and comparative education, and the sociology of education more broadly. Those interested in the history of education will also benefit from this volume.

This volume offers a critical examination of the Programme for International Students Assessment (PISA), focusing on its origins and implementation, relationship to other international large-scale assessments, and its impacts on educational policy and reform at national and cross-national levels.

Risks, Limitations, and Humanistic Alternatives

Critical Perspectives on PISA as a Means of Global Governance

Drawing on rich case studies of Baltimore City and Boston, this volume identifies policy factors and processes critical to the successful district-wide adoption of community schools. 



By applying the Multiple Streams Model (Kingdon) to comparative analysis of policy determination and the narratives of local stakeholders across a 16-year period, chapters illustrate the role of federal legislation, funding, and buy-in from coalitions, community leaders, and local advocates in ensuring policy adoption in Baltimore City. In contrast, Boston's more limited reforms are explained in light of local challenges and hindering dynamics. Ultimately, the volume offers key recommendations for stakeholders to drive successful policy uptake in urban school districts.



Offering a new analysis of policy for community schools, this volume will be of interest to students, scholars, and researchers with an interest in school reform, as well as urban education.

Drawing on rich case studies of Baltimore City and Boston, this volume identifies policy factors and processes critical to the successful district-wide adoption of community schools.

A Comparative Analysis of District-Level Policy Reform Processes

The Path to Successful Community School Policy Adoption

This book questions what 'educating the whole child' means in the context of our current neoliberal education system. In analysing the impact of how education policy is enacted and understood, it examines how this 'neoliberalisation' has shaped the personal and ethical relations of education.

The book is unique in raising questions about the way in which a common and universally held truth about the importance and value of educating the whole child is conceptualised and articulated in education policy. Employing Foucault's concepts of bio power, governmentality, the dispositif and subjectivities, this book explores the importance of psy-scientific knowledge, systems of education governance and classroom practices in constructing a neoliberal whole child. It examines how government policy structures the relationship between the child, school and government and claims that current policy and practice operate as forms of bio power that extends neoliberal governance to the emotional and moral life of the child.

Educating the Neoliberal Whole Child will be of great interest to researchers, academics and students in the fields of education policy, sociology of education and critical pedagogy. It is also a valuable addition to studies of Foucault and education.

This book questions what 'educating the whole child' means in the context of our current neoliberal education system. In analysing the impact of how education policy is enacted and understood, it examines how this 'neoliberalisation' has shaped the personal and ethical relations of education.

A Genealogical Approach

Educating the Neoliberal Whole Child

Each year nearly 2.5 million elementary school children are failed. However, the research during the past 30 years fails to demonstrate the effectiveness of early grade retention as an academic intervention.

Each year nearly 2.5 million elementary school children are failed. However, the research during the past 30 years fails to demonstrate the effectiveness of early grade retention as an academic intervention.

Toward the Social and Cognitive Competence of Students

Grade Retention and Social Promotion

Education was powerfully if never decisively shaped by the activities of social and political movements in the 20th century. Covering a range of issues, this book traces the impact of such movements on educational practice.

Education was powerfully if never decisively shaped by the activities of social and political movements in the 20th century. Covering a range of issues, this book traces the impact of such movements on educational practice.

The Long Goodbye?

Radical Traditions in Education in the 21st Century

Routledge Research in Language Education

This book provides a comprehensive analysis of language policy development in Ireland for the inclusion of three languages in the Primary School Curriculum. Using a comparative study of Ireland and Catalonia, chapters provide a theoretical examination of issues related to cognitive language acquisition and European policy regarding language status and use, along with empirical examinations of teacher attitudes to early trilingual education.

This book provides a comprehensive analysis of language policy development in Ireland for the inclusion of three languages in the Primary School Curriculum. Using a comparative study of Ireland and Catalonia, chapters provide a theoretical examination of issues related to cognitive language acquisition and European policy regarding language status and use, along with empirical examinations of teacher attitudes to early trilingual education. The book draws from psycholinguistics and sociolinguistics to situate the study within a broader context of European multilingualism and language learning, offering evidence-based directions for social planning issues that affect communities internationally.

A comparative analysis of Ireland and Catalonia

Education Policy for the Promotion of Trilingual Education at Primary Level

The Tragedy of the Education Commons

Human Capital

Reflections on Jesuit and Catholic Higher Education

The Catholic University as a Social Project

Critical Approaches and Innovations in Language Teacher Education

Multilingualism, Transculturalism, and Critical Approaches

Language Teacher Education Beyond Borders

Routledge Applied Corpus Linguistics

Taking a corpus linguistic perspective, Community and Identity in Teacher Professional Talk addresses the central question of how professional communities are constructed through language. This book explores the relatively neglected site of professional discourse, teacher talk outside of the classroom, and examines the possibilities and challenges of operationalising an existing social theory to interpret evidence generated using corpus-based methodologies. Demonstrating how powerful corpus methodologies can be for the study of language in context, this book is essesntial reading for those doing research on professional discourse and corpus linguistics.

Taking a corpus linguistic perspective, Community and Identity in Teacher Professional Talk addresses the central question of how professional communities are constructed through language. This book explores the relatively neglected site of professional discourse, teacher talk outside of the classroom, and examines the possibilities and challenges of operationalising an existing social theory to interpret evidence generated using corpus-based methodologies. Demonstrating how powerful corpus methodologies can be for the study of language in context, this book is essesntial reading for those doing research on professional discourse and corpus linguistics.

Applying Corpus Methodologies

Community and Identity in Teacher Professional Talk

Working in a Survival School

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Inhalt

Bibliografische Angaben

Inhaltsverzeichnis

Schlagworte

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