Publication date: 1 April 2020
DOI: https://doi.org/10.14324/111.9781782772774
Number of pages: 300
Number of illustrations: 2
Knowledge, Policy and Practice in Education and the Struggle for Social Justice
Essays Inspired by the Work of Geoff Whitty
Andrew Brown (Editor), Emma Wisby (Editor)
For 50 years, educator and sociologist Geoff Whitty resolutely pursued social justice through education, first as a classroom teacher and ultimately as the Director of the Institute of Education in London.
The essays in this volume – written by some of the most influential authors in the sociology of education and critical policy studies – take Whitty’s work as the starting point from which to examine key contemporary issues in education and the challenges to social justice that they present. Set within three themes of knowledge, policy and practice in education, the chapters tackle the issues of defining and accessing ‘legitimate’ knowledge, the changing nature of education policy under neoliberalism and globalization, and the reshaping of teacher workplaces and professionalism – as well as attempts to realize more emancipatory practice. Whitty’s scholarship on what constitutes quality and impact in educational research is also explored.
Together, the essays open a window on a life in the sociology of education, the scholarly community of which it was part, and the facets of education policy, practice and research that they continue to reveal and challenge in pursuit of social justice. They celebrate Whitty as one of the foremost sociologists of education of his generation, but also as a friend and colleague. And they highlight the continued relevance of his contribution to those seeking to promote fairer and more inclusive education systems.
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Knowledge, Policy and Practice in Education and the Struggle for Social Justice
Essays Inspired by the Work of Geoff Whitty
Publication date: April 1, 2020
Open Access PDF ISBN: 9781782772774
Paperback ISBN: 9781782772651
Hardback ISBN: 9781782773054
Trim size (hardback): 23.4cm x 15.6cm
Trim size (paperback): 23.4cm x 15.6cm
Page count (hardback): 300
For 50 years, educator and sociologist Geoff Whitty resolutely pursued social justice through education, first as a classroom teacher and ultimately as the Director of the Institute of Education in London.
The essays in this volume – written by some of the most influential authors in the sociology of education and critical policy studies – take Whitty’s work as the starting point from which to examine key contemporary issues in education and the challenges to social justice that they present. Set within three themes of knowledge, policy and practice in education, the chapters tackle the issues of defining and accessing ‘legitimate’ knowledge, the changing nature of education policy under neoliberalism and globalization, and the reshaping of teacher workplaces and professionalism – as well as attempts to realize more emancipatory practice. Whitty’s scholarship on what constitutes quality and impact in educational research is also explored.
Together, the essays open a window on a life in the sociology of education, the scholarly community of which it was part, and the facets of education policy, practice and research that they continue to reveal and challenge in pursuit of social justice. They celebrate Whitty as one of the foremost sociologists of education of his generation, but also as a friend and colleague. And they highlight the continued relevance of his contribution to those seeking to promote fairer and more inclusive education systems.
‘this book could be recommended in social justice studies, particularly in education colleges across higher education. I also recommend this book to be kept in libraries to introduce up of social justice to academics to up-to-date meta-concepts’Journal of Education and Social Justice
‘This book of essays is a moving and fitting tribute to the life and work of Geoff Whitty. Many of the chapters break new ground in their own right but together they offer an appropriate and original reflection on Whitty’s considerable contribution to our understanding of education policy and educational research. The editors have done a superb job in garnering writing of great distinction and of considerable originality, making a very significant addition to the field of education studies and to various sub-sets of that field.’ – Ian Menter, Emeritus Professor of Teacher Education, University of Oxford, BERA President 2013-15
