Name: Policy and Power in Education (Routledge Revivals) (en Inglés)
SKU: 63830155
Price: 105.64 USD
Availability: InStock
Author: Harold Heller; Peter Edwards
ISBN: 9781032949680

portada Policy and Power in Education (Routledge Revivals) (en Inglés)

Policy and Power in Education (Routledge Revivals) (en Inglés)

Formato

Libro Físico

Editorial

Routledge

Autor

Harold Heller; Peter Edwards

Idioma

Inglés

N° páginas

238

Encuadernación

Tapa Dura

ISBN13

9781032949680

N° edición

Policy and Power in Education (Routledge Revivals) (en Inglés)

Harold Heller; Peter Edwards (Autor) · Routledge · Tapa Dura

Libro Nuevo Importado

Envío: 23 a 30 días háb.

$ 192.07$ 105.64

-45%

Costos de importación incluídos en el precio ✅

Libro Nuevo

Quedan 2 unidades

$ 105.64

Llega entre el 01 Oct y el 15 Oct a Quito, Pichincha. Seleccionar ubicación

Agregar a lista de deseos

Reseña del libro "Policy and Power in Education (Routledge Revivals) (en Inglés)"

The fortunes of the education service in Britain have been intimately bound up with the vitality of the local education authorities, particularly in the decades following the 1944 Education Act. The passing of the 1988 Education Reform Act saw the LEAs in serious--perhaps terminal--decline.First published in 1992, Policy and Power in Education sets out to map the contours of this decline in power. It relates these changing fortunes not only to the social and political environment in Britain but also to wider developments in the industrialised world. It argues that post-colonial decline, economic retreat and insular self-satisfaction combined with basic structural flaws in the LEA system threaten its very existence in the last decade of the millennium. The capacity of the system to reform itself into more responsive modes is left as an open question in the face of ever tightening constraints from the Thatcherite tendency in government. The associated challenge to the curriculum is also explored, with the suggestion that an over-prescribed and specified curriculum will prove to be maladaptive against rapidly changing conditions for the twenty-first century. New paradigms of learning are described, while the broadly irrelevant search for utopias on the left is also sceptically reviewed.