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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.

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.

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.

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.

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.