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    Knowledge, Policy and Practice in Education and the Struggle for Social Justice

    Essays Inspired by the Work of Geoff Whitty

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    Contributor(s)
    Brown, Andrew (editor) cc
    Wisby, Emma (editor) cc
    Language
    English
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    Abstract
    For 50 years, educator and sociologist Geoff Whitty resolutely pursued social justice through education, first as a classroom teacher and ultimately as the Director of the Institute of Education in London. The essays in this volume - written by some of the most influential authors in the sociology of education and critical policy studies - take Whitty’s work as the starting point from which to examine key contemporary issues in education and the challenges to social justice that they present. Set within three themes of knowledge, policy and practice in education, the chapters tackle the issues of defining and accessing ‘legitimate’ knowledge, the changing nature of education policy under neoliberalism and globalization, and the reshaping of teacher workplaces and professionalism – as well as attempts to realize more emancipatory practice. Whitty’s scholarship on what constitutes quality and impact in educational research is also explored. Together, the essays open a window on a life in the sociology of education, the scholarly community of which it was part, and the facets of education policy, practice and research that they continue to reveal and challenge in pursuit of social justice. They celebrate Whitty as one of the foremost sociologists of education of his generation, but also as a friend and colleague. And they highlight the continued relevance of his contribution to those seeking to promote fairer and more inclusive education systems.
    URI
    http://library.oapen.org/handle/20.500.12657/37587
    Keywords
    education; education policy; social justice; equalities; Geoff Whitty
    DOI
    10.14324/111.9781782772774
    Publisher
    UCL Press
    Publisher website
    https://www.uclpress.co.uk/
    Publication date and place
    London, 2020
    Classification
    Educational strategies & policy
    Higher & further education, tertiary education
    United Kingdom, Great Britain
    Pages
    300
    Rights
    https://creativecommons.org/licenses/by/4.0/
    • Imported or submitted locally

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    Credits

    • logo Scoss
    • logo EU
    • logo Scoss
    • This project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 683680, 810640, 871069 and 964352.

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