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  1. Bourdieu, Practice and Change: Beyond the criticism of determinism. [REVIEW]Yang Yang - 2014 - Educational Philosophy and Theory 46 (14):1522-1540.
    This article sets out to go beyond those criticisms that claim Bourdieu’s theory is structuralist determinism and identifies how change can be realized within a Bourdieusian framework. Starting with Bourdieu’s theory of practice, the first part of this article aims to develop an understanding of the interlocking relationship between capital, habitus and field. The review shows that the inability to anticipate change is arguably the most crucial weakness of the Bourdieusian framework. The second part examines Bourdieu’s attempts that seemingly challenge (...)
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  • Classification and Framing of the Curriculum in Evangelical Christian and Muslim Schools in England and The Netherlands.Geoffrey Walford - 2002 - Educational Studies 28 (4):403-419.
    This article examines some of the ways that Muslim and evangelical Christian schools in England and The Netherlands deal with religious education. Various schools take different views about how aspects of religious belief should be taught and how Christian or Muslim belief should be related to the wider curriculum of the school. While some of the schools have attempted to integrate, for example, evangelical Christianity throughout the whole of the curriculum, others have been content to have the religious teaching as (...)
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  • Transforming university curriculum policies in a global knowledge era: mapping a “global case study” research agenda.Lesley Vidovich, Thomas O’Donoghue & Malcolm Tight - 2012 - Educational Studies 38 (3):283-295.
    Radical curriculum policy transformations are emerging as a key strategy of universities across different countries as they move to strengthen their competitive position in a global knowledge era. This paper puts forward a ?global case study? research agenda in the under-researched area of university curriculum policy. The particular curriculum policies to be investigated point to potentially new forms of liberal education, and they resonate in varying degrees with contemporary patterns in Europe as well as longer standing patterns in the United (...)
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  • Student Disengagement in English-Speaking Montréal.Daniel Vallée & Jessica Ruglis - 2017 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 53 (3):285-314.
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  • Cultivating care and connection: Preparing the soil for a just and sustainable society.Gregory A. Smith - 2004 - Educational Studies 36 (1).
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  • Civilising the Natives? Liberal Studies in Further Education Revisited.Robin Simmons - 2015 - British Journal of Educational Studies 63 (1):85-101.
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  • Education, markets and the pedagogy of personalisation.David Hartley - 2008 - British Journal of Educational Studies 56 (4):365-381.
    The marketisation of education in England began in the 1980s. It was facilitated by national testing (which gave objective and comparable information to parents), and by the New Public Management (which introduced a posteriori funding and competition among providers). Now a new complementary phase of marketisation is being introduced: personalisation, whose intellectual provenance is in marketing theory. Conceptually, personalisation is imprecise; practically, at this stage, its intended effects within schools may amount to no more than a new legitimatory rhetoric which (...)
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  • (1 other version)Psychologism and instructional technology.Bekir S. Gur & David A. Wiley - 2009 - Educational Philosophy and Theory 41 (3):307-331.
    Little of the work in critical and hermeneutical psychology has been linked to instructional technology. This article provides a discussion in order to fill the gap in this direction. The article presents a brief genealogy of American IT in relation to the influence of psychology. It also provides a critical and hermeneutical framework for psychology. It then discusses some problems of psychologism focusing on positivism, metaphysics, cultural ecology, and power. The narrow psychologism in IT produces a kind of systematic blindness (...)
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  • On the study of school leadership: Beyond education management.Gerald Grace - 1993 - British Journal of Educational Studies 41 (4):353-365.
    The study of school leadership is in danger of being reduced to a set of technical and management considerations. School leadership is not simply about management. It is about moral values, educational values and professional principles. There is an urgent need to place the study of school leadership in broader social, cultural, political and historical contexts in particular societies. This paper attempts to do this in relation to English schooling.
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  • Old and new conceptions of discovery in education.D. J. Corson - 1990 - Educational Philosophy and Theory 22 (2):26–49.
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  • Personalised Learning: Ambiguities in Theory and Practice.R. J. Campbell, W. Robinson, J. Neelands, R. Hewston & L. Mazzoli - 2007 - British Journal of Educational Studies 55 (2):135-154.
    This paper traces the origins of the concept of personalisation in public sector services, and applies it to school education. The original conceptualisation stressed the need for 'deep' rather than shallow, personalisation, if radical transformation of services were to be achieved. It is argued that as the concept has been disseminated and implemented through policy documents, notably the 2005 White Paper, it has lost its original emphasis on deep personalisation. The focus in this article is particularly upon gifted and talented (...)
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