Grant Rodwell – författare

Risk Society and School Educational Policy explores the impact of risk society on policy in the US, UK and Australia through both practical and theoretical perspectives. The book develops an in-depth understanding of risk society itself, and guides the reader in applying this knowledge to the problem of how this impacts policy and practice in school education.

Drawing on work by Ulrich Beck and Anthony Giddens, Rodwell explores the development of risk society as a field of interest, discussing its history, contemporary significance and links with neoliberalism, school education, and both mainstream and social media. He also examines its impact on government policies and the practical implications of how this impacts the educational experiences of children around the globe today.

A book for policy professionals, researchers, academics and postgraduate students interested in Education Studies, Theory and Policy, and International and Comparative Education, Risk Society and School Educational Policy is the first international academic monograph published in the field.

Risk Society and School Educational Policy explores the impact of risk society on policy in the US, UK and Australia through both practical and theoretical perspectives. The book develops an in-depth understanding of risk society itself, and guides the reader in applying this knowledge to the problem of how this impacts policy and practice in school education.

Drawing on work by Ulrich Beck and Anthony Giddens, Rodwell explores the development of risk society as a field of interest, discussing its history, contemporary significance and links with neoliberalism, school education, and both mainstream and social media. He also examines its impact on government policies and the practical implications of how this impacts the educational experiences of children around the globe today.

A book for policy professionals, researchers, academics and postgraduate students interested in Education Studies, Theory and Policy, and International and Comparative Education, Risk Society and School Educational Policy is the first international academic monograph published in the field.

Despite increasing prevalence over the past three decades and a clear impact on school education policy and practice, education’s connection to dog-whistle journalism and politics has not yet been fully explored. Addressing this gap, Politics and the Mediatization of School Educational Policy examines the emergence and current impact of dog-whistle politics and journalism on education in Australia, the US and the UK, questioning what is at stake when this political dog whistle is directed at school educational policy and practice.

Exploring common targets for dog-whistling, such as teaching standards, teacher quality and specific curriculum areas, such as history, sex and health education, the book considers the broader social issues of xenophobia and racism, as well as the decline of print media and rise of digital news sources in its place, with each chapter including an in-depth discussion using peer-reviewed literature on the subject. Following the trail of dog whistles impacting in school educational policy and practice across these three countries, this book explores:

As the phenomenon of the dog whistle intensifies both nationally and internationally, this timely and thought-provoking book is necessary reading for academics, postgraduate researchers and all members of school communities.

Despite increasing prevalence over the past three decades and a clear impact on school education policy and practice, education’s connection to dog-whistle journalism and politics has not yet been fully explored. Addressing this gap, Politics and the Mediatization of School Educational Policy examines the emergence and current impact of dog-whistle politics and journalism on education in Australia, the US and the UK, questioning what is at stake when this political dog whistle is directed at school educational policy and practice.

Exploring common targets for dog-whistling, such as teaching standards, teacher quality and specific curriculum areas, such as history, sex and health education, the book considers the broader social issues of xenophobia and racism, as well as the decline of print media and rise of digital news sources in its place, with each chapter including an in-depth discussion using peer-reviewed literature on the subject. Following the trail of dog whistles impacting in school educational policy and practice across these three countries, this book explores:

As the phenomenon of the dog whistle intensifies both nationally and internationally, this timely and thought-provoking book is necessary reading for academics, postgraduate researchers and all members of school communities.

Despite the Australian Constitution implying school education to be a state responsibility, the Commonwealth has increasingly interfered with state school education. The Australian Government Muscling in on School Education therefore offers a historical account of this government involvement in Australian education, from federation to the present day, providing a much-needed, fully updated and relevant overview the topic.

Arguing that education has become an arena for competing political forces, this book examines the powerful influence of the Commonwealth over education and the political motives behind it, exploring how politics influences aspects of the curriculum, teaching standards, assessment and reporting, funding, teacher selection and policy more broadly. Ultimately questioning whether this influence is in the interests of the members of the community who depend on education, the book holds government engagement in education to account. Taking the major epochs of federalism as an organizing framework, the book’s chapters include explorations of:

A thorough and significant examination of the historical engagement of the Australian government in education, this book is essential reading for student teachers and postgraduate students in education studies and politics.

Despite the Australian Constitution implying school education to be a state responsibility, the Commonwealth has increasingly interfered with state school education. The Australian Government Muscling in on School Education therefore offers a historical account of this government involvement in Australian education, from federation to the present day, providing a much-needed, fully updated and relevant overview the topic.

Arguing that education has become an arena for competing political forces, this book examines the powerful influence of the Commonwealth over education and the political motives behind it, exploring how politics influences aspects of the curriculum, teaching standards, assessment and reporting, funding, teacher selection and policy more broadly. Ultimately questioning whether this influence is in the interests of the members of the community who depend on education, the book holds government engagement in education to account. Taking the major epochs of federalism as an organizing framework, the book’s chapters include explorations of:

A thorough and significant examination of the historical engagement of the Australian government in education, this book is essential reading for student teachers and postgraduate students in education studies and politics.

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. It adopts as its underlying theme the burning fuse in tracing the topic back to Joseph de Maistre a Rightist who fled revolutionary France to seek safety in the company of Tsar Alexander I’s Russian Empire. Here, he had much to say about school education, not for all, but rather the “deserving” social elite. During the past three or four decades in the US, the UK, and Australia, the Right has been remarkably successful in amassing political power. And in doing so, the right of politics in these countries has reshaped school educational policy and practice, a necessary step in securing the future of the Right as a political force. Moreover, even during the years the Right has been on the opposition benches in these countries, such has been the strength of their political force that governments of the Left have acquiesced to much of their school educational policy. A pioneering effort, this book asserts that to understand school educational policy in the third decade of the 21st century, we need to comprehend the politics of the Right. This book will be of interest to researchers and postgraduate students interested in Education Studies, Theory and Policy, and International and Comparative Education.

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. It adopts as its underlying theme the burning fuse in tracing the topic back to Joseph de Maistre a Rightist who fled revolutionary France to seek safety in the company of Tsar Alexander I’s Russian Empire. Here, he had much to say about school education, not for all, but rather the “deserving” social elite. During the past three or four decades in the US, the UK, and Australia, the Right has been remarkably successful in amassing political power. And in doing so, the right of politics in these countries has reshaped school educational policy and practice, a necessary step in securing the future of the Right as a political force. Moreover, even during the years the Right has been on the opposition benches in these countries, such has been the strength of their political force that governments of the Left have acquiesced to much of their school educational policy. A pioneering effort, this book asserts that to understand school educational policy in the third decade of the 21st century, we need to comprehend the politics of the Right. This book will be of interest to researchers and postgraduate students interested in Education Studies, Theory and Policy, and International and Comparative Education.

Covering the life of Josephus Henry Barsden from his birth in 1799 through his childhood to 16 years of age, the Barsden memoirs describe events from a Sussex smugglers’ inn, a convict ship to the colony of New South Wales, sealing and whaling expeditions to Van Diemen’s Land, and Barsden’s participation in a Tahitian civil war.

The author assesses the value of memoirs, and of these memoirs in particular to students of history in respect to the transnational paradigm. He tests the historicity and veracity of their contents, and provides an engaging exegesis and graphical supplement of its contents. Of central importance is Barsden’s account of the Battle of Fe’i Pi, which was in many respects the Pacific’s equivalent to the contemporaneous Battle of Waterloo, such was its lasting impact on Pacific geopolitics. This was no ordinary childhood, and poses many questions about a transnational adolescent’s impact on major events.

A fascinating read for scholars and students of Australian, Pacific, and British Colonial History, written with academic rigour but accessible to non-specialists.

Covering the life of Josephus Henry Barsden from his birth in 1799 through his childhood to 16 years of age, the Barsden memoirs describe events from a Sussex smugglers’ inn, a convict ship to the colony of New South Wales, sealing and whaling expeditions to Van Diemen’s Land, and Barsden’s participation in a Tahitian civil war.

The author assesses the value of memoirs, and of these memoirs in particular to students of history in respect to the transnational paradigm. He tests the historicity and veracity of their contents, and provides an engaging exegesis and graphical supplement of its contents. Of central importance is Barsden’s account of the Battle of Fe’i Pi, which was in many respects the Pacific’s equivalent to the contemporaneous Battle of Waterloo, such was its lasting impact on Pacific geopolitics. This was no ordinary childhood, and poses many questions about a transnational adolescent’s impact on major events.

A fascinating read for scholars and students of Australian, Pacific, and British Colonial History, written with academic rigour but accessible to non-specialists.

Professional historians, schools, colleges and universities are not alone in shaping higher-order understanding of history. The central thesis of this book is the belief historical fiction in text and film shape attitudes towards an understanding of history as it moves the focus from slavery to the enslaved—from the institution to the personal, families and feminist accounts.

In a broader sense, this contributes to a public history. In part, using the quickly growing corpus of neo-slave counterfactual narratives, this book examines the notion of the emerging slavery public history, and the extent to which this is defined by literature, film and other forms of artistic expression, rather than non-fiction—popular or scholarly—and education in history in the school systems. Inter alia, this book looks to the validity of historical fiction in print or in film as a way of understanding history. A focal point of this book is the hypothesis that neo-slave narratives—supported by selective triangulated readings and viewings of scholarly works and non-fiction—have assisted greatly in re-shaping the historiography of antebellum slavery, and scholarly historians followed in the wake of these developments. Essentially, this has meant a re-shaping of the historiography with a focus from slavery to that of the enslaved. Moreover, it has opened new vistas for a public history, devoid of top-down authoritative scholarship.

An important and provocative read for students and scholars interested in understanding the history of slavery, its harrowing effects and how it was culturally defined.

Professional historians, schools, colleges and universities are not alone in shaping higher-order understanding of history. The central thesis of this book is the belief historical fiction in text and film shape attitudes towards an understanding of history as it moves the focus from slavery to the enslaved—from the institution to the personal, families and feminist accounts.

In a broader sense, this contributes to a public history. In part, using the quickly growing corpus of neo-slave counterfactual narratives, this book examines the notion of the emerging slavery public history, and the extent to which this is defined by literature, film and other forms of artistic expression, rather than non-fiction—popular or scholarly—and education in history in the school systems. Inter alia, this book looks to the validity of historical fiction in print or in film as a way of understanding history. A focal point of this book is the hypothesis that neo-slave narratives—supported by selective triangulated readings and viewings of scholarly works and non-fiction—have assisted greatly in re-shaping the historiography of antebellum slavery, and scholarly historians followed in the wake of these developments. Essentially, this has meant a re-shaping of the historiography with a focus from slavery to that of the enslaved. Moreover, it has opened new vistas for a public history, devoid of top-down authoritative scholarship.

An important and provocative read for students and scholars interested in understanding the history of slavery, its harrowing effects and how it was culturally defined.