"This book provides a context for understanding educational policies which is currently missing from education and social policy courses. It should be compulsory reading." - Len Barton, University of Sheffield
- What have been the positive and negative effects of education reforms in recent years?
- Why are the moderate successes of state education unrecognised and education portrayed as 'failing' or in crisis?
- How has the reproduction of privilege by education persisted despite a rhetoric of equality and inclusion?
Education in a Post-welfare Society provides a concise and critical overview of education policy, as government in Britain has moved from creating a welfare state to promoting a post-welfare society dominated by private enterprise and competitive markets. Concentrating particularly on the past twenty years, Sally Tomlinson places in context the avalanche of legislation and documentation that has re-formed education into a competitive enterprise in which young people 'learn to compete'. She also demonstrates how a relatively decentralised education system became a system in which funding, teaching and curriculum were centrally controlled, and education narrowed to an economic function. Chronologies of education acts, reports and initiatives are provided at the beginning of the first six chapters. Major legislation is summarised, and an extensive bibliography and annotated suggestions for further reading provide additional guidance. The result is an invaluable resource for students of social policy and education, as well as educational researchers and professionals.
Review
“This is an accomplished, readable, and very usable volume. The book will become necessary reading and a work of reference for students of social policy and education for many years to come.” – British Journal of Educational Studies ( Brit Jnl of Educational Studies *2003-10-28)
- “…this book does a superb job of both highlighting the key social justice concerns and controversies over the last fifty years and providing an overview of education policy developments over the same period.” – British Journal of Sociology of Education ( Brit Jnl of Sociology of Education *2003-10-28)
- “This book must become the classic text for students of education, social and welfare policies. Sally Tomlinson, doyenne of policy-orientated education and social research, has written with commendable clarity and comprehensiveness a superb book on British education.” – Journal of Social Policy ( Jnl of Social Policy *2003-10-28)
- “The first six chapters of the book alone will undoubtedly become an indispensable resource for students and others working in the field of education as a unique reference for education legislation between 1945 and 2000.” – Local Government Studies ( Local Government Studies Jnl *2003-10-28)
- "Education in Post war Society is a powerful, valuable and thought-provoking book.
It would benefit anyone who sought to understand the reasons and actions behind the present educational system.
..this book would not only be of value to educators and their students, administrators and managers, officers of Local Education Authorities and Elected Members of Councils who have responsibility for education would also find this book extremely enlightening." - Barbara Pavey (Escalate Learning and Teaching 2003-05-01)
"...provides an excellent overview of educational policy in post-war Britain.
Education in a Post War Society has already become an indispensable tool in my teaching. It is extremely user-friendly with concise chronologies at the beginning of the first six chapters and boxed summaries of all the major legislation.
...great text for teaching-Go and buy it. - Diane Reay (Journal of Education Policy 2003-01-10)
About the Author
Sally Tomlinson has held chairs in education research and policy at the Universities of Lancaster, Wales (Swansea) and Goldsmiths College London, where she was also Dean of Education and a Pro-warden of the College. She has researched and published over the past 25 years in the areas of special education, the education of minorities, school effectiveness, home-school relations and general education policy. She is currently Emeritus Professor at Goldsmiths College and a Research Associate in the Department of Education Studies, University of Oxford.
