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The Creative Art of Troublemaking in Education
Drawing on a lifetime’s experience and research in education, Frank Coffield brings together some of his previously published papers to assess the impact of a wide range of national educational policies and to examine the role of the state in public education. He concludes that damage has been done to education by political parties of both right and left and that damage will not be reversed until: further, vocational and adult education receive the same levels of commitment and resource as other sectors; serious steps are taken to tackle Britain’s unacceptable levels of poverty; and the powers of the state are reduced. Among the unresolved challenges highlighted are the plight of young p...
The Necessity of Informal Learning
This report constitutes an exploratory study of the submerged mass of learning which takes place informally and implicitly. It considers the importance of informal lerning in the formation of knowledge and skills and policies to widen participation.
Tales from the Colony Room
'Entertaining, shocking, uproarious, hilarious . . . like eavesdropping on a wake, as the mourners get gradually more drunk and tell ever more outrageous stories' Sunday Times This is the definitive history of London's most notorious drinking den, the Colony Room Club in Soho. It’s a hair-raising romp through the underbelly of the post-war scene: during its sixty-year history, more romances, more deaths, more horrors and more sex scandals took place in the Colony than anywhere else. Tales from the Colony Room is an oral biography, consisting of previously unpublished and long-lost interviews with the characters who were central to the scene, giving the reader a flavour of what it was like ...
From Exam Factories to Communities of Discovery
This book argues for a major change both in the daily practice of education and in the curriculum in order to deal with such threats to our collective well-being as environmental damage; intensified global competition; corrosive social inequalities in and between nations in the world; and the need for a new, just and sustainable economic model.
Running Ever Faster Down the Wrong Road
Since 1998 the education system in England has been subjected to wave upon wave of radical change, and a more intensive model of reform is now being applied to all the public services. Drawing on his own research and that of other specialists in the post-compulsory sector, Professor Coffield concludes that, despite significant investments and some successes, the programme of reform contains so many serious weaknesses that it is doing more harm than good. It should therefore now be fundamentally redesigned, and Frank Coffield proposes the outlines of a new system. But first, he emphasises, before any new programme of reform is introduced, we must stop running faster and faster down the wrong road.
How We Learn
Having published in 11 languages and sold in more than 100,000 copies, this fully revised edition of How We Learn examines what learning actually is and why and how learning and non-learning takes place. Focusing exclusively on learning itself, it provides a comprehensive yet accessible introduction to traditional learning theory and the newest international contributions, while at the same time presenting an innovative and holistic understanding of learning. Comprising insightful and topical discussions covering all learning types, learning situations and environments this edition includes key updates to sections on: School-based learning Reflexivity and biographicity E-learning The basic d...
Improving Learning, Skills and Inclusion
Improving the quality of teaching and learning, government education policies and the development of inclusive, equitable and efficient learning systems are some of the main concerns that underlie this work, the result of a major research project looking at post-compulsory education.
Beyond Bulimic Learning
Students are bingeing on large amounts of information and then, in government induced bouts of vomiting otherwise known as national tests, they spew it all out. This is how Frank Coffield introduces the term Bulimia Academica, which he treats every bit as seriously as its medical counterpart. Students resort to bulimic learning to cope with a testing regime that ministers in England would have you believe is robust and rigorous, but is in fact purgative and emetic. This book presents not only a powerful critique of current government policies, but also a considered response to that all-important question from classroom teachers: Within the tight parameters set by government policy, what coul...
