Geoff Whitty – författare

`I recommend this book as an enjoyable, thought provoking and politically important read' - Widenining Participation and Lifelong Learning

`This important book challenges current educational policies in England in a style, for the most part, easily accessible to a wide audience. Geoff Whitty's assertions are supported by a wide variety of research findings and this is a book that should be of considerable interest to student of sociology and to all member of the teaching profession' - Mark Pepper, Equals

`The particular strength of this book is Geoff Whitty's grasp on and insights into the politics of education... he is able to bring to bear an authoritative perspective which is unrivaled in the United Kingdom. there is no other current book which compares in terms of the breadth and depth of this' - Professor Stephen Ball, Institute of Education, University of London

`This book represents a "struggle" by the director of the London Institute of Education, one of our foremost centres of teacher training and research in education, to understand what lies behind the education policies of recent governments. It is tempting to conclude that if a leading educational sociologist such as Geoff Whitty, who happens also to be brother of the former general secretary of the Labour party, has difficulty with this, there can be little hope for the rest of us. But now, at least, we have this personal odyssey to guide us' - Bob Doe, Times Educational Supplement

This book aims to make sense of the changes in education policy over the past decade, using the resources of the sociology and politics of education. The author shows that wider sociological perspectives can help us to appreciate both the limits and the possibilities of educational change.

Geoff Whitty illustrates this through studies of curriculum innovation, school choice, teacher professionalism and school improvement. He considers how far education policy can be used to foster social inclusion and social justice and the book concludes with an assessment of New Labour education policy in these terms. The book deals with education policy in England and Wales, as well as making comparisons with contemporary education policy in other countries.

This book is relevant to students of education at masters and doctoral levels, students of social policy, and policy-makers.

`I recommend this book as an enjoyable, thought provoking and politically important read' - Widenining Participation and Lifelong Learning

`This important book challenges current educational policies in England in a style, for the most part, easily accessible to a wide audience. Geoff Whitty's assertions are supported by a wide variety of research findings and this is a book that should be of considerable interest to student of sociology and to all member of the teaching profession' - Mark Pepper, Equals

`The particular strength of this book is Geoff Whitty's grasp on and insights into the politics of education... he is able to bring to bear an authoritative perspective which is unrivaled in the United Kingdom. there is no other current book which compares in terms of the breadth and depth of this' - Professor Stephen Ball, Institute of Education, University of London

`This book represents a "struggle" by the director of the London Institute of Education, one of our foremost centres of teacher training and research in education, to understand what lies behind the education policies of recent governments. It is tempting to conclude that if a leading educational sociologist such as Geoff Whitty, who happens also to be brother of the former general secretary of the Labour party, has difficulty with this, there can be little hope for the rest of us. But now, at least, we have this personal odyssey to guide us' - Bob Doe, Times Educational Supplement

This book aims to make sense of the changes in education policy over the past decade, using the resources of the sociology and politics of education. The author shows that wider sociological perspectives can help us to appreciate both the limits and the possibilities of educational change.

Geoff Whitty illustrates this through studies of curriculum innovation, school choice, teacher professionalism and school improvement. He considers how far education policy can be used to foster social inclusion and social justice and the book concludes with an assessment of New Labour education policy in these terms. The book deals with education policy in England and Wales, as well as making comparisons with contemporary education policy in other countries.

This book is relevant to students of education at masters and doctoral levels, students of social policy, and policy-makers.

First published in 1993, Specialisation and Choice in Urban Education explores how city technology colleges (CTC) have managed the task of selecting intakes representatives of their catchment areas and explore their impact on local schools. From their announcements in 1986, CTC have been presented both as a new choice of school for the inner city and as pointing the way to a more diversified education system. This account of their development uses interviews with key architects of the initiative to identify more clearly the objectives CTCs were designed to serve. It then draws on interviews and observation in CTCs themselves to discover how far these schools are becoming centres of innovation in school management, curriculum and approaches to teaching and learning. Throughout, the CTC policy is considered in the context of Government’s broader political project to challenge ‘welfarism’ and to encourage entrepreneurship, competition, and choice. This book is an essential read for scholars and researchers of education policy, sociology of education, and education in general.

First published in 1993, Specialisation and Choice in Urban Education explores how city technology colleges (CTC) have managed the task of selecting intakes representatives of their catchment areas and explore their impact on local schools. From their announcements in 1986, CTC have been presented both as a new choice of school for the inner city and as pointing the way to a more diversified education system. This account of their development uses interviews with key architects of the initiative to identify more clearly the objectives CTCs were designed to serve. It then draws on interviews and observation in CTCs themselves to discover how far these schools are becoming centres of innovation in school management, curriculum and approaches to teaching and learning. Throughout, the CTC policy is considered in the context of Government’s broader political project to challenge ‘welfarism’ and to encourage entrepreneurship, competition, and choice. This book is an essential read for scholars and researchers of education policy, sociology of education, and education in general.

The rise of a radical ‘new’ sociology of education during the early 1970s focused attention on the nature of school knowledge. Although this new approach was set to revolutionize the subject, within a few years, many people considered these developments an eccentric interlude, with little relevance to curriculum theory or practice.

First published in 1985, this book offers a more positive view of the new sociology of education and its contribution to our understanding of the curriculum. In doing so, it argues that some of the radical promise of the new sociology of education could be realised, but only if sociologists, teachers and political movements of the left work more closely together.

The rise of a radical ‘new’ sociology of education during the early 1970s focused attention on the nature of school knowledge. Although this new approach was set to revolutionize the subject, within a few years, many people considered these developments an eccentric interlude, with little relevance to curriculum theory or practice.

First published in 1985, this book offers a more positive view of the new sociology of education and its contribution to our understanding of the curriculum. In doing so, it argues that some of the radical promise of the new sociology of education could be realised, but only if sociologists, teachers and political movements of the left work more closely together.

`I recommend this book as an enjoyable, thought provoking and politically important read′ - Widenining Participation and Lifelong Learning

`This important book challenges current educational policies in England in a style, for the most part, easily accessible to a wide audience. Geoff Whitty′s assertions are supported by a wide variety of research findings and this is a book that should be of considerable interest to student of sociology and to all member of the teaching profession′ - Mark Pepper, Equals

`The particular strength of this book is Geoff Whitty′s grasp on and insights into the politics of education... he is able to bring to bear an authoritative perspective which is unrivaled in the United Kingdom. there is no other current book which compares in terms of the breadth and depth of this′ - Professor Stephen Ball, Institute of Education, University of London

`This book represents a "struggle" by the director of the London Institute of Education, one of our foremost centres of teacher training and research in education, to understand what lies behind the education policies of recent governments. It is tempting to conclude that if a leading educational sociologist such as Geoff Whitty, who happens also to be brother of the former general secretary of the Labour party, has difficulty with this, there can be little hope for the rest of us. But now, at least, we have this personal odyssey to guide us′ - Bob Doe, Times Educational Supplement

This book aims to make sense of the changes in education policy over the past decade, using the resources of the sociology and politics of education. The author shows that wider sociological perspectives can help us to appreciate both the limits and the possibilities of educational change.

Geoff Whitty illustrates this through studies of curriculum innovation, school choice, teacher professionalism and school improvement. He considers how far education policy can be used to foster social inclusion and social justice and the book concludes with an assessment of New Labour education policy in these terms. The book deals with education policy in England and Wales, as well as making comparisons with contemporary education policy in other countries.

This book is relevant to students of education at masters and doctoral levels, students of social policy, and policy-makers.

`I recommend this book as an enjoyable, thought provoking and politically important read' - Widenining Participation and Lifelong Learning

`This important book challenges current educational policies in England in a style, for the most part, easily accessible to a wide audience. Geoff Whitty's assertions are supported by a wide variety of research findings and this is a book that should be of considerable interest to student of sociology and to all member of the teaching profession' - Mark Pepper, Equals

`The particular strength of this book is Geoff Whitty's grasp on and insights into the politics of education... he is able to bring to bear an authoritative perspective which is unrivaled in the United Kingdom. there is no other current book which compares in terms of the breadth and depth of this' - Professor Stephen Ball, Institute of Education, University of London

`This book represents a "struggle" by the director of the London Institute of Education, one of our foremost centres of teacher training and research in education, to understand what lies behind the education policies of recent governments. It is tempting to conclude that if a leading educational sociologist such as Geoff Whitty, who happens also to be brother of the former general secretary of the Labour party, has difficulty with this, there can be little hope for the rest of us. But now, at least, we have this personal odyssey to guide us' - Bob Doe, Times Educational Supplement

This book aims to make sense of the changes in education policy over the past decade, using the resources of the sociology and politics of education. The author shows that wider sociological perspectives can help us to appreciate both the limits and the possibilities of educational change.

Geoff Whitty illustrates this through studies of curriculum innovation, school choice, teacher professionalism and school improvement. He considers how far education policy can be used to foster social inclusion and social justice and the book concludes with an assessment of New Labour education policy in these terms. The book deals with education policy in England and Wales, as well as making comparisons with contemporary education policy in other countries.

This book is relevant to students of education at masters and doctoral levels, students of social policy, and policy-makers.