TY  - BOOK
AU  - Brown,Andrew
AU  - Wisby,Emma
TI  - Knowledge, policy and practice in education and the struggle for social justice: essays inspired by the work of Geoff Whitty 
SN  - 9781782773054
PB  - UCL Press
KW  - Whitty, Geoff.
KW  - Social justice and education
KW  - Great Britain
KW  - Educational sociology
KW  - Education and state
N1  - This book is published under a Creative Commons 4.0 International licence (CC BY 4.0); Includes bibliographical references and index; Knowledge. 1. Social mobilizations and official knowledge ; 2. Sex, sexuality and HIV: 'Education', in the broadest sense of the word ; 3. Education for inclusion or exclusion: representation of ethnic minorities in Chinese mainstream history textbooks ; 4. Social theory, biological sciences and the sociology of knowledge in education ; 5. Geoff Whitty: Student, friend and colleague; some personal reflections -- Policy. 6. The neoliberalization of the state, the processes of 'fragmentation' and the research implications of the new political terrain of English schooling ; 7. The White bones of policy: Structure, agency and a vulture's-eye view with critical race theory ; 8. From bastion of class privilege to public benefactor: The remarkable repositioning of private schools ; 9. Pursuing racial justice within higher education: Is conflict inevitable? ; 10. The policy sociology of Geoff Whitty: Current and emergent issues regarding education research in use ;11. Revolutions in educational policy: The vexed question of evidence and policy development -- Practice. 12. Why isn't this empowering? The discursive positioning of teachers in efforts to improve teaching ; 13. Can teachers still be teachers? The near impossibility of humanity in the transactional workplace ; 14. Contestation, contradiction and collaboration in equity and widening participation: in conversation with Geoff Whitty ; 15. Quality, impact and knowledge traditions in the study of education; Electronic reproduction; London; UCL Press; 2020; Available in PDF format; Description based on contents viewed 11 May 2020
UR  - https://doi.org/10.14324/111.9781782772774
ER  -