5 results
Search Results
2. Virtues, values and the fracturing of civic and moral virtue in citizenship education policy in England.
- Author
-
Peterson, Andrew and Civil, David
- Subjects
- *
CITIZENSHIP education , *EDUCATION policy , *CURRICULUM , *DEMOCRACY - Abstract
This paper analyses the fracturing of civic and moral virtue within curricular policies pertaining to Citizenship in England since the late 1990s. A longstanding aim of education and schooling, the teaching of citizenship gained a more secure base in the English curriculum with the introduction of Citizenship as a statutory subject for 11–16 years olds from 2002, which owed a great deal to the Report of the Advisory Group on Education for Citizenship and the Teaching of Democracy in Schools (Crick Report). The report drew intimate connections between civic virtue, moral virtue, and personal character. These connections have become seriously fractured over the years since the Crick Report. In charting this fracturing, the paper will examine how the character-influenced direction taken in the early/mid-2000s was replaced by, at first, a more general emphasis on British Values before morphing into a more specific, though no less problematic, concentration on Fundamental British Values. While character education has gained significant policy attention in England over the last six years, the civic dimensions have been at best underplayed, with little connection to education for citizenship. It is argued that without greater clarity and consistency about how the moral – including moral virtues – intersects with the civic in contemporary Britain, official curricular policy (whether for Citizenship education, character education or more generally) will restrict rather than encourage the education of young citizens who are informed, wise, responsible and active participants in their communities. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
3. Education recoded: policy mobilities in the international 'learning to code' agenda.
- Author
-
Williamson, Ben, Bergviken Rensfeldt, Annika, Player-Koro, Catarina, and Selwyn, Neil
- Subjects
- *
EDUCATION policy , *COMPUTER programming , *EDUCATIONAL programs , *EDUCATIONAL mobility , *LABOR mobility , *GEOGRAPHIC boundaries - Abstract
Education policy increasingly takes place across borders and sectors, involving a variety of both human and nonhuman actors. This comparative policy paper traces the 'policy mobilities,' 'fast policy' processes and distributed 'policy assemblages' that have led to the introduction of new computer programming practices into schools and curricula in England, Sweden and Australia. Across the three contexts, government advisors and ministers, venture capital firms, think tanks and philanthropic foundations, non-profit organizations and commercial companies alike have promoted computer programming in schools according to a variety of purposes, aspirations, and commitments. This paper maps and traces the evolution of the organizational networks in each country in order to provide a comparative analysis of computing in schools as an exemplar of accelerated, transnationalizing policy mobility. The analysis demonstrates how computing in schools policy has been assembled through considerable effort to create alignments between diverse actors, the production and circulation of material objects, significant cross-border movement of ideas, people and devices, and the creation of strategic partnerships between government centres and commercial vendors. Computing in schools exemplifies how modern education policy and governance is accomplished through sprawling assemblages of actors, events, materials, money and technologies that move across social, governmental and geographical boundaries. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
4. Taking stock of environmental education policy in England – the what, the where and the why.
- Author
-
Glackin, Melissa and King, Heather
- Subjects
- *
ENVIRONMENTAL education , *ENVIRONMENTAL policy , *EDUCATION policy , *SECONDARY schools - Abstract
Taking England as our case study, this paper reviews secondary school environmental education from a policy perspective. By drawing on Stevenson's typologies for environmental improvement and Lucas' categorisation of environmental education, we analyse national policy documents, local authority and Multi-Academy Trust policies; and individual school planning documents. Our findings suggest in these areas a general absence of environment education policy, and where identified a rhetoric towards conservative reform framed as technology solutions, where learning is about the environment, rather than for the environment. We explain how the (lack of) environmental education rhetoric is a result of global economic changes and national austerity policies, and offer insights and signposting for policy makers. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
5. Targeting of widening participation measures by elite institutions: widening access or simply aiding recruitment?
- Author
-
Rainford, Jon
- Subjects
- *
EDUCATION policy , *EDUCATION , *ELITISM in education , *CURRICULUM , *HIGHER education , *ACADEMIC achievement - Abstract
The impact of widening participation policy and how it is enacted institutionally is a central concern to Higher Education. It is not simply about the admission of students from disadvantaged backgrounds, but also ensuring that these students complete their courses successfully. This work therefore goes far beyond those departments tasked with access and outreach and has implications for staff across all academic and support service areas. The way in which national policy is interpreted and translated into local policy can therefore affect the whole institution. To bring a spotlight on these issues, this paper will focus on a case study of a single elite institution in England. Focusing primarily on selection of students, it will examine how selection measures can in fact reproduce inequalities. It will therefore demonstrate how this programme may not improve access to Higher Education but instead focuses on ensuring that students already on a path to Higher Education choose this institution in preference to others. [ABSTRACT FROM PUBLISHER]
- Published
- 2017
- Full Text
- View/download PDF
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.