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Management for the Public Domain
In this important attempt to reorient the theory and practice of public management, Stewart Ranson and John Stewart argue that public organisations must be analysed in terms of the distinctive values, purposes, tasks and conditions of the public domain. They show how it is only on this basis that they can meet the needs of citizens in a mature democracy and support the processes of a learning society.
Returning to the Long Revolution
Facing fundamental changes to the climate, the environment and the nature of work will require cooperative action for an effective response. This presents a crisis of recognition, of different communities needing to learn how to value the practices of collaboration for a common purpose. The central argument of this book is that the key to motivating such change now lies in a radical re-imagining of our democratic citizenship, empowering citizens to participate in and take responsibility for remaking the communities in which they live and work. We need to reconfigure ourselves from being clients, dependent on professional knowledge, or consumers competing in a market place, to becoming active citizens, makers of our worlds. Only a transformation of democracy can enable public participation in this way, and through practice in deliberating common goods, achieve mutual recognition of cultural differences and social cohesion.
Management for the Public Domain
In this important attempt to reorient the theory and practice of public management, Stewart Ranson and John Stewart argue that public organisations must be analysed in terms of the distinctive values, purposes, tasks and conditions of the public domain. They show how it is only on this basis that they can meet the needs of citizens in a mature democracy and support the processes of a learning society.
Education and Democratic Participation
Education and Democratic Participation is an important and timely contribution to the emerging debate surrounding the value of educating citizens and communities in order to empower them to participate in democratic change. Responding to the effects of neo-liberal ideology on comprehensive education and public services, this book examines the purposes and conditions for reimagining an educated democracy. Arguing that social divisions and cultural misrecognition have intensified to the point of crisis, Ranson explains that a just society must create opportunities for diverse, cohesive and tolerant neighbourhoods to flourish. In order to achieve this, education will need to reimagine learners ...
Power and Responsibility in Education
This study, by more than 130 contributors, assesses the moves to decentralize educational administration. The text contains overviews by individual authors, and joint papers forming dialogues between different academic contenders. It provides a survey of educational policies and planning, and an analysis of the changes in England and Wales. Curriculum control, privatization and leadership issues are also debated. This book is one of four volumes which consider the educational dilemmas facing governments, professional educators and practising administrators in the current educational climate. The issues are addressed from international and comparative perspectives.
Towards the Learning Society
Promotes a "learning society", which would create the conditions for motivation in the classroom. Ranson looks at the needs of education in a society undergoing great change, and argues that any education reform needs to build upon, and go beyond, the achievements of the 1960s, 1970s and 1980s.
Beyond Westminster & Whitehall
Beyond Westminster and Whitehall provides the first comprehensive account of the range of sub-central government institutions that are responsible for the delivery of services to citizens. These bodies are the warp and weft of the British system of government and yet are all too frequently ignored. For a full understanding of British government, the study of sub-central government is of equivalent importance to that of the Prime Minister, the Cabinet, and Parliament. Westminster and Whitehall do not always get what they want. There are a great many restraints upon the actions of the centre, and central policies all too often have unintended consequences. This book, demonstrating that Britain is not a unitary state but a differentiated polity in which sub-central governments play a key role, will be essential reading for teachers and students of British politics.
Public Sector Management
Drawing together key contributions to the field, this innovative Reader provides a broad-ranging overview of both the theory and practice of public service management. The book: outlines the social, political and economic contexts in which management has emerged as a crucial issue in the public sector of modern democratic countries; introduces the major theories, issues and concepts involved in defining and understanding public sector management; analyzes some of the key values underpinning the idea of the public domain; and examines some of the main challenges in terms of particular strategies, techniques and competences which have been proposed to improve management for public services. Public Sector Management is
Institutional Issues
Volume II considers values and culture at the institutional level. What constitutes a good 'whole school' approach in this arena? The book discusses key issues and reports on whole-school initiatives around the world. Several contributions focus on the vital issue of teacher education.
Transforming Learning in Schools and Communities
Many educators have been looking for a fundamentally different approach to engage young people and encourage progress in learning. Supported by recent public policy developments, a transformation is beginning to take place in the practice of many schools. The focus of learning is shifting away from the child as an individual in a classroom detached from the surrounding neighbourhood to a learning community that embraces carers and families as well as young people and teachers. This monograph analyses the organising principles of this cultural transformation and considers how it will shape learning in schools and communities throughout the world. The book brings together key thinkers from the fields of new learning, new communities of educational practice and new forms of educational governance. Arguing for the necessary interconnectedness of pedagogy, institutions and governance, this ground-breaking book will undoubtedly shape the policy agenda in this area for years to come.
