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This innovative study of the baby boomer generation, who are now entering old age, breaks new ground in ageing research. This post-war cohort has experienced a range of social, cultural, and medical changes in regard to their notions of body, from the introduction of the Pill and the decoupling of sex and procreation to the H-Bomb and Earthrise. Yet, paradoxically, ageing is also universal. This exciting book reflects the intersection of time, ageing, body and identity to give a more nuanced and enlightened understanding of the ageing process.

This book examines the social policies of the coalition government from 2010 to 2015, and outlines the incoming Conservative government’s approach during its first 100 days in office. Drawing on contributions on cross-cutting themes such as public expenditure and the governance of social policy, and on key service areas, including education, health and social security, it examines the key ideas underpinning the policies of the coalition government, the influences on policy, including the two governing parties, the legacy of New Labour, the financial crisis of 2008 and its interpretation, and ideology. The book argues that in most respects (although not all), the coalition government can be seen as having more in common with New Right approaches than those of New Labour’s Third Way or One Nation Conservatism. It suggests that that, combined with the emphasis on ‘austerity’ and large-scale public expenditure cuts, contributed to a reshaping of much of the welfare state, particularly in England, although the other constituent parts of the United Kingdom sought, in general, to move in a rather different policy direction. Looking at the first 100 days of the Conservative government the book concludes that the direction of travel under the coalition was likely to persist at least until the next general election, if not beyond.

The rise of Far Right populism poses major challenges for communities, exacerbating divisions, hate speech and hate crime. This book shows how communities and social justice movements can effectively tackle these issues, working together to mitigate their underlying causes and more immediate manifestations. Showing that community-based learning is integral to the development of strategies to promote more hopeful rather than more hateful futures, Mayo demonstrates how, through popular education and participatory action research, communities can develop their own understandings of their problems. Using case studies that illustrate education approaches in practice, she shows how communities can engineer democratic forms of social change.

Radical reforms are taking place to public service education in western style democracies. We identify the corporatisation of governance, and the role and influence of corporate elites within and external to institutions and public education. Supported by a Foreword from Professor Romuald Normand, we present 15 essays organised in two parts: one that examines this from a system perspective, and one that gives more attention to provision. These essays present primary research and analysis from a range of national settings, where corporatisation is examined and charted. We interrogate this data and analysis in order to identify major trends that are not only national but also global. The book makes an original and significant conceptual and empirical contribution to understandings and explanations of public policy.

In 2014 the UK government launched an investigation into the “Trojan Horse” affair: an alleged plot to “Islamify” several state schools in Birmingham. Twenty-one schools in Birmingham were subjected to snap Ofsted inspections and included in the various inquiries into the affair. The book's authors — one who was an expert witness in the professional misconduct cases brought against the teachers in the school, and the other, who researches the government's counter-extremism agenda — challenge the accepted narrative, arguing that a major injustice was inflicted on the teachers, and they go on to show how the affair was used to criticize multiculturalism and justify the expansion of a broad and intrusive counter-extremism agenda. The government cites the 'plot' in its argument about the need to develop a new counter-extremism strategy that confronts extremist ideology and not just threats of violence. However, the Kershaw Report and some other commentators argue that there was, in fact, no evidence of extremism.

In the light of high-profile Supreme Court cases surrounding affirmative action, this book looks at the actors involved in the debate and what they are saying. That is, the book looks at who is setting the line of discussion in the Supreme Court by look at legal documents arguing for and against the case as well as the framing techniques they use to make their arguments noteworthy. Findings demonstrate that while supporters are made of a heterogeneous array of individuals and groups with a stake in affirmative action in higher education (e.g., students, professors, etc.), opponents are mainly represented by think tanks and other interest groups. Furthermore, this book finds that frames vary greatly between the groups, with supporters raising concern of what eliminating the policy will mean for minority students and opponents conversely arguing that such a policy is dangerous for our society and for those who merit inclusion into elite universities would not benefit from affirmative action. This book uses prominent sociological theories to put these arguments in broader contexts.

What has been done to achieve fairer and more efficient education systems, and what more can be done in the future? This book provides a comprehensive examination of crucial policy areas for education, such as differential outcomes, the poverty gradient, and the allocation of resources to education, to identify likely causes of educational disadvantage among students and lifelong learners. This analysis is supported by 20 years of extensive research, based in the home countries of the UK and on work in all EU 28 countries, USA, Pakistan, and Japan. The book brings invaluable insights into the underlying problems within education policy, and proposes practical solutions for a brighter future.

Attempts at educational equity amount to local activities performed within unequal and disjunctive political forces. As a politics, educational equity is redolent of the conditions that produce unequal schooling in the first place. Based on a four-year multi-modal study, this book identifies the forces that produced unequal schooling opportunities for Black families in Toronto, Canada, while simultaneously identifying the conditions that generated an Africentric Alternative School for these families and the Black community. The book identifies how the conditions that created unequal schooling were some of the very conditions that produced educational equity in the form of the school. This includes four preconditions to relay an account of the school’s origin, including biopolitics, neoliberalism, the politics of recognition, and the city and its relationships to ideologies of race and multiculturalism. Each precondition is discussed in a separate chapter and in relation to a significant policy event that precipitated the becoming of the Africentric Alternative School. The book utilises an unique feature by developing a ‘subtext’ that accompanies each chapter, whereby the authors reflect upon the theoretical and methodological choices in each corresponding chapter. The book concludes how this particular analysis of education policy can be used to map constellations of power and force that have a large degree of influence over policy subjects and policy actors, in concerted attempts to identify the important preconditions that shape recurring attempts at racial justice.

Recent research has shown profound impacts of institutional settings of education systems on educational inequalities, i.e. systematic disadvantages and advantages in education being structured by characteristics like class, gender, ethnicity, (dis)ability and their intersections. The main education system characteristics which have been identified as driving forces are stratification (tracking), standardisation and vocational specificity. The text centres on questions of how and via which social factors and processes these characteristics of education systems produce inequalities – not only in educational attainment but also in status attainment and life chances. The first part of the book comprises contributions that focus on theory and methods to examine the effects of educational systems on educational inequalities. The second part contains works on the influences of social attributes on educational attainment in terms of competencies or credentials. The third and last part of the book centres on social inequalities in educational returns while including both job related factors (job prestige, income, etc.) and nonmonetary educational returns (health, well-being, etc.). Finally, a discussion on “good” and “bad” education systems centres on the question of how an ideal education system could look like.

This book provides a new study of ethnic segregation across English state schools in the period from 2011 to 2017. It examines whether patterns of school-level segregation decreased or increased over the period, how those patterns compare with patterns of residential segregation, whether particular types of schools are associated with greater ethnic separations, and whether socio-economic differences add to the geographies of ethnic segregation. We find that high levels of ethnic segregation do exist between the majority White British and some other ethnic groups such as the Bangladeshi and Pakistani, more so at the primary than secondary level of schooling, and increased also for the more affluent of the White British. However, there is no compelling evidence that ethnic segregation is increasing – instead, the general trend is towards desegregation and greater ethnic diversity within local authority areas and their schools. Nor is there persuasive evidence that ethnic segregation is exacerbated greatly (at least, not directly) by the present system of school choice because school intakes appear comparable to the characteristics of their surrounding neighbourhoods in their ethnic composition.

Thousands of children from minority and disadvantaged groups will never cross the threshold of a classroom. What can human rights contribute to the struggle to ensure that every learner is able to access high-quality education? This book explores how a human rights perspective offers new insights and tools into the current obstacles to education. It examines the role of private actors, the need to hold states to account for the quality of education, how to strike a balance between religion, culture and education, the innovative responses needed to guarantee girls' right to education and the role of courts. The book draws together contributors who have been deeply involved in this field from both developing and developed countries which enriches the understanding and remedial approaches to tackle current obstacles to universal education.

At a time when public education and reform agendas are changing the way we approach education, this book critically examines the key issues facing the public with implications for education policy makers, professionals and researchers. Drawing on empirical evidence gathered over 20 years, the book confronts current issues about social justice and segregation. The book uses Arendtian ideas to help the reader to ‘think politically’ about education and how and why public services education can be reimagined for the future.

Poverty and place matter to children’s education. This book reports on and elaborates findings of the British Educational Research Association (BERA) Commission on Poverty and Policy Advocacy from the four UK jurisdictions of England, Northern Ireland, Scotland and Wales and considers the implications for educational policy and practice. The book explores the different educational landscapes of poverty across the UK and highlights the importance of policy and place for educational opportunities and outcomes of young people living in poverty. The book presents research evidence from the four jurisdictions on the effects of poverty and policy on the education of young people and explores ways that schools and teachers in different parts of the UK try to mitigate the effects of poverty on young people.

Neoliberalism has been widely criticised because of its role in prioritising ‘free markets’ as the optimum way of solving problems and organising society. In the field of education, this leads to an emphasis on the knowledge economy that can reduce both persons and education to economic actors and be detrimental to wider social and ethical goals. Drawing on a range of international contexts across informal, adult, school and university settings, this book provides innovative examples that show how neoliberalism in education can be challenged and changed at the local, national and transnational levels in order to foster a more democratic culture.

What are ‘British values’? Is a shared commitment to a particular set of values possible within a diverse nation? Is such a commitment necessary? If so, what should those values be and how do we pass them on to children? This book investigates the government’s recent requirement that teachers in English schools promote the ‘fundamental British values’ of democracy, rule of law, individual liberty, mutual respect and tolerance of those of different faiths and beliefs. This requirement is part of national counter-extremism policies that now encompass schools and teachers. Drawing on lesson observations and interviews with teachers and other education professionals, in a range of primary and secondary schools, the book explores the different ways in which teachers have reacted to this requirement, and the wider social and political climate in which they do so. The discussion includes themes of nationalism, cohesion, belonging, multiculturalism, and citizenship, how teachers respond to diversity and how they teach values and education for future citizenship. The book investigates the contexts in which the teachers work, their priorities and the constraints upon them, as well as the marginalisation of citizenship education in favour of individual character education. The issues the book addresses around nation, cohesion, diversity and the role of schools in educating future citizens retain a fundamental importance within the current context of global population mobilities, and the growth of populism around the world.

This book articulates what it is to do collaborative interdisciplinary research drawing on projects from the UK based Arts and Humanities Research Council funded Connected Communities programme. This book tells stories of the value of collaborative research between universities and communities. It offers a set of resources for people who are interested in doing interdisciplinary research across universities and communities. It provides a lexicon of key ideas that researchers might find useful when approaching this kind of work. The book aims to enhance ways of doing collaborative research in order to improve the ways in which that kind of research is practiced and understood. Nine chapters, based on particular projects, articulate this value in different ways drawing on different research paradigms. Chapters include discussions of tangible and intangible value, an articulation of performing and animation as forms of knowing, explorations of such initiatives as community evaluation, a project on the role of artists in collaborative projects and ways in which tools such as community evaluation, mapping and co-inquiry can aid communities and universities to work together. Chapters also focus on the translation of such research across borders and the legacy of such research within universities and communities. The book ends by mapping the future directions of such research.