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Policy research in educational settings : contested terrain / Jenny Ozga

Main Author Ozga, Jennifer Country Reino Unido. Publication Buckingham : Open University Press, 2000 Description XIII, 146 p. ; 23 cm Series Doing qualitative research in educational settings) ISBN 0-335-20295-0 CDU 37.012
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Holdings
Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca de Ciências da Educação
BCE 37.012 - O Available 262197
Monografia Biblioteca Geral da Universidade do Minho
BGUMD 101711 Available 277685
Monografia Biblioteca Geral da Universidade do Minho
BGUMD 101703 Available 295549
Monografia Biblioteca de Ciências da Educação
BCE1 37.012 - O Available 312031
Monografia Biblioteca de Ciências da Educação
BCE1 37.012 - O Available 313983
Total holds: 0

Enhanced descriptions from Syndetics:

This book argues for independent, critical research on education policy in the context of attacks on the quality and usefulness of educational research in general. It takes issue with the argument, promoted by
government departments and agencies that education policy research should be limited to work that assists policy-makers. Against this position, the book advocates independent, critical research that scrutinizes policy in relation to its consequences for equality and social justice. It argues that practitioners and academic researchers should form a research community that develops its own knowledge base from which so-called evidence based policymaking in education may be assessed and challenged.

The book offers guidance on the theoretical and methodological resources available to practitioners and others with an interest in doing research on policy and discusses some of the main issues and problems in doing policy research on education. It offers examples of research on policy at different system levels, pursuing themes such as globalization, changing governance of education, selection, choice and exclusion, managerialism and the feminisation of educational management. It argues for attention to the history of policy in education as a resource for understanding the present, and concludes with recommendations for future research in areas where contestation of official agendas is needed.

Table of contents provided by Syndetics

  • Series editor's preface (p. ix)
  • Acknowledgements (p. xiv)
  • 1 Researching education policy: some arguments (p. 1)
  • Introduction: policy research as contestation (p. 1)
  • Arguments for policy research in education (p. 5)
  • The purposes of education (p. 8)
  • Policy for teachers: direct and indirect rule (p. 10)
  • 2 Teachers as a policy case (p. 13)
  • Policy stories about teachers (p. 13)
  • Professionalism as control (p. 14)
  • Reasserting control (p. 18)
  • The current state of policy for teachers (p. 20)
  • Professional work and flexibility (p. 25)
  • Teachers and research (p. 26)
  • Redefining education research: key policy texts (p. 29)
  • 3 Theory, values and policy research in education (p. 38)
  • Defining policy: projects in the study of education policy (p. 38)
  • Theory and its uses (p. 42)
  • Values in policy research (p. 44)
  • Critical theory and social justice (p. 46)
  • The principle of choice (p. 49)
  • Dealing with complexity (p. 50)
  • 4 The context of policy research (p. 56)
  • New policy formations (p. 56)
  • Post-Fordist pedagogy (p. 57)
  • Market principles (p. 59)
  • Markets and social justice (p. 60)
  • Controversial research on markets in education (p. 62)
  • 5 Resources for policy research (p. 68)
  • The impact of the policy context on research work in education policy (p. 68)
  • Research as labour process (p. 69)
  • The researcher as entrepreneur (p. 71)
  • The field as a war zone (p. 74)
  • Policy-controlled and self-controlled research (p. 76)
  • Some methodological resources (p. 81)
  • Linking theory and methodology (p. 82)
  • Feminist research on policy (p. 83)
  • Using women to manage the unmanageable: is this policy? (p. 85)
  • Methodological controversies (p. 90)
  • Another example of theory-led research: textual analysis (p. 94)
  • Policy texts and social exclusion/inclusion (p. 95)
  • Exclusion and inclusion: some further investigations (p. 107)
  • Researching policy in process (p. 110)
  • 6 History and education policy research (p. 114)
  • The importance of historical context (p. 114)
  • History as progress (p. 117)
  • An example: the 1944 Education Act (p. 118)
  • Elites in policy (p. 121)
  • Interviewing policy makers (p. 125)
  • 7 Conclusions: contesting the future? (p. 129)
  • References (p. 132)
  • Index (p. 140)

Author notes provided by Syndetics

Jenny Ozga is Professor of Education Policy at Keele University.

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