Education policy and social class in England and New Zealand: an instructive comparison

Thrupp, Martin

doi:10.1080/02680930110054317

Cited by 30 publications

(17 citation statements)

References 16 publications

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“…This drive to increase "choice" and shift control from the school or university to the sovereign consumer is indicative of a broader political shift towards the right. A distinctive neo-liberal interpretation of fairness and efficiency based on the moral might and supremacy of the market has taken root across the public sector (Apple, 2001, Bonal, 2003, Loxley and Thomas, 2001, Thrupp, 2001. And small countries like Ireland are no exception to this trend (Allen, 1999;Kirby, 2002;Lynch and Moran, 2006).…”

Section: Neo-liberalism: History and Implicationsmentioning

confidence: 99%

Neo-Liberalism and Marketisation: The Implications for Higher Education

Lynch

2006

European Educational Research Journal

428

277

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The massification of education in European countries over the last 100 years has produced cultures and societies that have benefited greatly from state investment in education. However, to maintain this level of social and economic development that derives from high quality education requires continual Sate investment. With the rise of the new-right, neo-liberal agenda, there is an attempt to offload the cost of education, and indeed other public services such as housing, transport, care services etc., on to the individual. There is an increasing attempt to privatise public services, including education, so that citizens will have to buy them at market value rather than have them provided by the State. This development is recognised by scholars across a range of fields, including those working within bodies such as the World Bank

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Section: Neo-liberalism: History and Implicationsmentioning

confidence: 99%

Neo-Liberalism and Marketisation: The Implications for Higher Education

Lynch

2006

European Educational Research Journal

428

277

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“…Thus, we should question this choice of strategy in the light of whose interests are being served. Several authors have suggested that New Labour continued many Conservative education policies in order to maximise votes (Thrupp, 2001;Whitty, 2001). Although, as Thrupp (2001) argued, it is difficult to carry out insider research on middle-class impact on policy processes, we should not ignore this 254 M. Araújo concern to please middle-class voters.…”

Section: Discussionmentioning

confidence: 99%

“…Several authors have suggested that New Labour continued many Conservative education policies in order to maximise votes (Thrupp, 2001;Whitty, 2001). Although, as Thrupp (2001) argued, it is difficult to carry out insider research on middle-class impact on policy processes, we should not ignore this 254 M. Araújo concern to please middle-class voters. New Labour's rhetoric of raising 'standards' through setting in fact echoes the introduction of streaming when the first comprehensives were set up, from the 1940s onward.…”

Section: Discussionmentioning

confidence: 99%

‘Modernising the comprehensive principle’: selection, setting and the institutionalisation of educational failure

Araújo

2007

British Journal of Sociology of Education

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This paper examines issues of selection, merging an analysis of policy with data from a qualitative case study. It focuses on the 'modernisation of the comprehensive principle' proposed by New Labour, in which selection within schools (through setting 'by ability') is increasingly encouraged. Data collected at an inner-city, multi-ethnic comprehensive school are used to illustrate how discourses on selection are being reworked locally. The school was largely supportive of setting, despite some teachers acknowledging that the practice prioritised high-achieving pupils with perceived 'good attitudes'. In the form under study, setting involved disadvantaged pupils from ethnic-minority backgrounds, particularly those who received support in English as an Additional Language. It is concluded that setting did not contribute to an inclusive agenda for education, in spite of government claims of increased 'standards for all'.

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“…Socio-economic groups can also influence policies by electing the "right" person or party into the office. In the US, pressures from the middle-and upperclass families have possibly been the driving force for the change in the federal college student aid programs during the 1980s and 1990s (Spencer, 1999); in Britain, middleclass influences may have helped shape the recent education policy under New Labour Party (Kerckhof et al, 1997;Thrupp, 2001). Moreover, the lack of transparency in the education budget process in many countries provides opportunities for favor-trading, affecting adversely education spending priorities and education accessibility (Hallak and Poisson, 2002).…”

Section: Introductionmentioning

confidence: 99%

Political economy of income distribution dynamics

Zhang

2008

Journal of Development Economics

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Education policy and social class in England and New Zealand: an instructive comparison

Cited by 30 publications

References 16 publications

Neo-Liberalism and Marketisation: The Implications for Higher Education

Neo-Liberalism and Marketisation: The Implications for Higher Education

‘Modernising the comprehensive principle’: selection, setting and the institutionalisation of educational failure

Political economy of income distribution dynamics

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