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Late' Modernity a Critical Analysis of New Labour Reform, 1997-2007

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Late' Modernity a Critical Analysis of New Labour Reform, 1997-2007 Durham E-Theses EDUCATION IN `LATE' MODERNITY A CRITICAL ANALYSIS OF NEW LABOUR REFORM, 1997-2007 EATON, ROBERT,WILLIAM How to cite: EATON, ROBERT,WILLIAM (2012) EDUCATION IN `LATE' MODERNITY A CRITICAL ANALYSIS OF NEW LABOUR REFORM, 1997-2007 , Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/6351/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 UNIVERSITY OF DURHAM SCHOOL OF EDUCATION EDUCATION IN ‘LATE’ MODERNITY A CRITICAL ANALYSIS OF NEW LABOUR REFORM, 1997-2007 Thesis submitted for the degree of Doctor of Philosophy by Robert Eaton 2012 EDUCATION IN ‘LATE’ MODERNITY A CRITICAL ANALYSIS OF NEW LABOUR REFORM, 1997-2007 Robert Eaton ABSTRACT New Labour entered into government in 1997 with a stated intention to develop a new consensus in education. This was to be practical rather than ideological in its basis, and was to provide a modernising and radical approach to reform that would go beyond the debates of the past. This study assesses the basis for this new consensus and the extent to which it appeared in New Labour’s agenda of education reform between 1997 and 2007. Discussion draws attention to the dichotomised nature of debate that existed surrounding the future direction for education reform between market-oriented or democracy-based approaches, contextualised in the ideological bases of the social democratic Left and the New Right. However, the weaknesses of each suggested a need to develop alternative perspectives and strategies for the future. Drawing upon the work of Anthony Giddens the possibilities for such an alternative approach are explored, pointing in particular to the nature of the contemporary period as one of ‘late’ modernity. Here the possibilities presented, as well as the risks created, present an urgent need for new approaches to government and individual life. New Labour’s attachment to Giddens’s ideas are examined through their take-up of the Third Way as a label for a project of modernisation. Analysis of the developing education policy agenda considers how change and continuity in the approach to reform was informed by the Third Way. Drawing upon an extensive research literature the limitations, conflicts, and tensions in this Third Way approach are also assessed. It is argued that whilst New Labour’s policy agenda contained modernising appeal and potential, it failed to establish itself as a coherent new framework. Thus, it also failed to build a basis for radical reform. The study concludes by arguing that a broader Giddensian perspective on ‘late’ modernity offers potential in a contribution to the nature and necessity of future reform. However, whilst it guards against simplistic approaches to utopian prospects, it must similarly recognise the complexity of realising such hope in practice. 2 CONTENTS ABSTRACT.......................................................................................................................................... 2 CONTENTS ......................................................................................................................................... 3 LIST OF FIGURES ................................................................................................................................ 5 STATEMENT OF COPYRIGHT............................................................................................................... 6 ACKNOWLEDGEMENTS ...................................................................................................................... 7 CHAPTER ONE - INTRODUCTION ....................................................................................................... 8 A HISTORY OF REFORM .................................................................................................................. 8 EDUCATION, IDEAS, AND POLICY .................................................................................................. 11 POLICY ANALYSIS ......................................................................................................................... 13 SCOPE OF INVESTIGATION ........................................................................................................... 16 STUDY STRUCTURE ...................................................................................................................... 17 CHAPTER TWO - A NEW AGENDA FOR EDUCATION?....................................................................... 19 THE BASIS OF RADICAL CHANGE ................................................................................................... 19 LIMITATIONS EXPOSED ................................................................................................................ 23 MARKETS VERSUS DEMOCRACY? ................................................................................................. 29 PUBLIC POLICY, GLOBAL ISSUES, INDIVIDUAL NEEDS .................................................................... 32 RESPONDING TO MODERNITY ...................................................................................................... 37 CHAPTER THREE - RESPONDING TO MODERNITY: WHAT CONDITION IS EDUCATION IN? ............... 43 A HISTORY OF RADICAL REFORM .................................................................................................. 44 UNDERSTANDING CONTEMPORARY CHANGE: WHAT DOES IT MEAN TO BE RADICAL NOW? ......... 48 LATE, LIQUID, OR IN CRISIS: PERSPECTIVES ON MODERNITY ......................................................... 50 THE INDIVIDUAL IN LATE MODERNITY .......................................................................................... 58 REDEFINING RADICALISM IN RESPONSE TO MODERNITY .............................................................. 67 RIDING THE JUGGERNAUT: THE FUTURE OF RADICAL POLITICS ..................................................... 74 TOWARDS A THIRD WAY .............................................................................................................. 81 CHAPTER FOUR - NEW LABOUR, NEW BRITAIN? FROM PARTY TO PROJECT ................................... 86 WHAT’S LEFT OF LABOUR? ........................................................................................................... 87 EXPLORING THE PROJECT: FROM ‘NEW’ TO MODERN ................................................................... 91 THIRD WAY POLITICS.................................................................................................................... 97 A SHARED VISION? ..................................................................................................................... 111 CHAPTER FIVE - EDUCATION, EDUCATION, AND EDUCATION ....................................................... 118 1997-2001: A NEW CULTURE FOR EDUCATION ........................................................................... 118 2001-2005: MAKING THE SECONDARY PRIMARY ........................................................................ 136 2005 – 2007: THE FINAL ACT? ..................................................................................................... 157 3 CHAPTER SIX - EDUCATION IN ‘LATE’ MODERNITY ........................................................................ 182 MODERNISING EDUCATION? ..................................................................................................... 183 RADICAL EDUCATION? ............................................................................................................... 196 TOWARDS A NEW CONSENSUS? ................................................................................................. 202 CONCLUDING REMARKS: THE POSSIBILITY OF COMPLEX HOPE ................................................... 208 BIBLIOGRAPHY .............................................................................................................................. 215 4 LIST OF FIGURES Figure 1–The contours of a post-modern order (Giddens, 1994b)........................................83 Figure 2–High-consequence risks of modernity (1994b).......................................................83 Figure 3–The Third Way (Giddens, 1998c)...........................................................................101 5 STATEMENT OF COPYRIGHT The copyright of this thesis rests with the author. No quotation from it should be published without prior written consent and information derived from it should be acknowledged. 6 ACKNOWLEDGEMENTS Starting and finishing this thesis, along with everything in between, would not have been possible without the help and support of a lot of people. I would like to take this opportunity to thank all of you who have in some way been a part of this journey – it wouldn’t have been the same without you. In particular I want to acknowledge my supervisor, Prof. Carl Bagley, whose wisdom and guidance has been an essential part of this
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