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The Learning Society and People with Learning Difficulties
This work argues that policy based on human capital premises has produced forms of lifelong learning which exacerbate the marginalization of people with learning disabilities. It explores the links between community care, education, training, employment, housing and benefits policies.
Higher Education in Scotland and the UK
This book examines the impact of devolution on Scottish and UK higher education systems, including institutional governance, approaches to tuition fees and student support, cross-border student flows, widening access, internationalisation and research pol
Special Educational Needs
Based on comparisons of Special Educational Needs (SEN) frameworks in Scotland and England, this book questions how justice for children with SEN and their parents may be achieved.
Special Education and Globalisation
Special Education and Globalization illustrates the way in which inclusive education has become the dominant discourse across Europe and the wider international context. Contributions to this book highlight the tensions evident within each jurisdiction, related to the construction of disability within specific historical and cultural antecedents. These tensions often involve the relationship between official policy discourses and grassroots practices based on the assumptions of classroom practitioners who may have strong views on individual deficits. Parents and voluntary organisations may also have an interest in asserting the ‘specialness’ of specific conditions which require provision outside the mainstream. Finally, the emergence of new bureaucratic structures in an era of heightened national and individual competition often run counter to the ethos of co-operation which informs inclusive practice. This book was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.
Autonomy, Rights and Children with Special Educational Needs
This books examines the increased prominence of children’s rights in education to ask whether we are witnessing a paradigm shift within the education system. The author uses a wide range of case studies from Scotland and England to examine the extent to which children and young people with Special Educational Needs/ Additional Support Needs are in practice able to realise their new rights of participation and redress. In addition, the book examines the ways in which the child’s capacity to make independent decisions is understood and acted upon in different contexts, and the factors which ultimately promote or inhibit the rights of young people and children with SEN/ ASN. The author asks whether, in a context of tight budgets and often limited support, this new emphasis on children's rights can be seen as ‘window-dressing’ and a distraction from reductions in support for social welfare.
Disabled Students in Higher Education
As wider access to higher education becomes a top priority for governments in the UK and around the world, this ground-breaking piece of work raises the challenging questions that policy-makers, vice-chancellors and government officials are reluctant to ask. A highly qualified team of authors have closely analyzed rates of participation and the experiences of disabled students in higher education over a two year period. They compare the responses of eight different universities to the new anti-discriminatory practice, contrasting their social profiles, academic missions, support systems for disabled students and approaches for the implementation of change. Change comes under particular scrut...
Class, Race and Gender in Schools
The Educational Institute of Scotland, a trade union representing approximately 80% of Scottish teachers, is committed to an anti-racist, anti-sexist education system which, in pursuing excellence for each learner, will also advance social equality. The conference reported in this document was designed to further this commitment. Papers presented in this collection include: (1) "Research and Practice in Pursuit of Social Justice in Education" by Sheila Riddell and Sally Brown; (2) "Social Class in Scottish Education" by Lindsay Paterson; (3) "Social Class and Educational Disadvantage: Are the Schools to Blame?" by David Hughes; (4) "Racism and Education: Issues for Research and Practice" by ...
Higher Education Funding and Access in International Perspective
This book explores the way in which the twin pressures of globalisation and localisation play out in higher education across the developed world, often reflected in more specific debates on fees regimes, access and culture.
Disability, Culture and Identity
First published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.
Gender and the Politics of the Curriculum
This book uses detailed case studies of two secondary schools to examine the relationship between curriculum choice and gender identity among fourteen-year-old pupils making their first choices about what subjects to pursue at exam level. It reveals a two way process. Pupils’ decisions on what subject to take are influenced by how they perceive themselves in gender terms, and the curriculum once chosen reinforces their sense of gender divisions. The author looks at the influences on pupils at this stage in their lives from peers, family and the labour market as well as from teachers. She argues that the belief in freedom of choice and school neutrality espoused by many teachers can become an important factor in the reproduction of gender divisions, and that unless the introduction of the national curriculum is accompanied by systematic efforts to eradicate sexism from the hidden curriculum it will fail in its aim of creating greater equality of educational opportunity among the sexes.
