Knowledge, Policy and Practice in Education and the Struggle for Social Justice To the memory of Geoff Whitty Knowledge, Policy and Practice in Education and the Struggle for Social Justice Essays Inspired by the Work of Geoff Whitty Edited by Andrew Brown and Emma Wisby First published in 2020 by UCL Press University College London Gower Street London WC1E 6BT Available to download free: www.uclpress.co.uk Collection © Editors, 2020 Text © Contributors, 2020 Images © Contributors, 2020 The authors have asserted their rights under the Copyright, Designs and Patents Act 1988 to be identified as the authors of this work. A CIP catalogue record for this book is available from The British Library. This book is published under a Creative Commons 4.0 International licence (CC BY 4.0). This licence allows you to share, copy, distribute and transmit the work; to adapt the work and to make commercial use of the work providing attribution is made to the authors (but not in any way that suggests that they endorse you or your use of the work). Attribution should include the following information: Brown, A., and Wisby, E. (eds). 2020. Knowledge, Policy and Practice in Education and the Struggle for Social Justice: Essays Inspired by the Work of Geoff Whitty. London: UCL Press. DOI: https://doi.org/10.14324/111.9781782772774 Further details about Creative Commons licences are available at http://creativecommons.org/licenses/ Any third-party material in this book is published under the book’s Creative Commons licence unless indicated otherwise in the credit line to the material. If you would like to reuse any third-party material not covered by the book’s Creative Commons licence, you will need to obtain permission directly from the copyright holder. ISBN: 978-1-78277-305-4 (Hbk.) ISBN: 978-1-78277-265-1 (Pbk.) ISBN: 978-1-78277-277-4 (PDF) ISBN: 978-1-78277-278-1 (epub) ISBN: 978-1-78277-279-8 (mobi) DOI: https://doi.org/10.14324/111.9781782772774 Contents About the Contributors vii List of Figures and Tables xv List of Abbreviations xvi Acknowledgements xviii Preface xix Introduction 1 Andrew Brown and Emma Wisby PART I KNOWLEDGE 1 Social Mobilizations and Official Knowledge 13 Michael W. Apple 2 Sex, Sexuality and HIV: ‘Education’, in the Broadest Sense of the Word 28 Peter Aggleton 3 Education for Inclusion or Exclusion: Representation of Ethnic Minorities in Chinese Mainstream History Textbooks 39 Yan Fei 4 Social Theory, Biological Sciences and the Sociology of Knowledge in Education 64 Deborah Youdell and Martin R. Lindley 5 Geoff Whitty: Student, Friend and Colleague; Some Personal Reflections 83 Michael Young v PART II POLICY 6 The Neoliberalization of the State, the Processes of ‘Fragmentation’, and Research Implications of the New Political Terrain of English Schooling 97 Stephen J. Ball and Richard Bowe 7 The White Bones of Policy: Structure, Agency and a Vulture’s-Eye View with Critical Race Theory 115 David Gillborn 8 From Bastion of Class Privilege to Public Benefactor: The Remarkable Repositioning of Private Schools 134 Tony Edwards and Sally Power 9 Pursuing Racial Justice within Higher Education: Is Conflict Inevitable? 149 Nicola Rollock 10 The Policy Sociology of Geoff Whitty: Current and Emergent Issues Regarding Education Research in Use 165 Bob Lingard 11 Revolutions in Educational Policy: The Vexed Question of Evidence and Policy Development 179 Hugh Lauder PART III PRACTICE 12 Why Isn’t This Empowering? The Discursive Positioning of Teachers in Efforts to Improve Teaching 199 Jennifer Gore 13 Can Teachers Still Be Teachers? The Near Impossibility of Humanity in the Transactional Workplace 217 Sharon Gewirtz and Alan Cribb 14 Contestation, Contradiction and Collaboration in Equity and Widening Participation: In Conversation with Geoff Whitty 233 Penny Jane Burke 15 Quality, Impact and Knowledge Traditions in the Study of Education 255 John Furlong Geoff Whitty: A Biographical Note 277 Index 293 vi CONTENTS About the Contributors Andrew Brown is Emeritus Professor of Education and Society at the UCL Institute of Education (IOE) and Senior International Research Advisor at the Centre of Excellence for Equity in Higher Education, University of Newcastle, Australia. He is a sociologist of education with research interests in the process of research capacity and capability building and the relationship between everyday professional and academic discourse and practice. He has been Visiting Professor at the National Institute of Education, Singapore, and the Hong Kong Institute of Education, and was founding Director (Research) at the Institute for Adult Learning, Singapore. He served as Interim Director of the IOE and UCL Pro-Vice-Provost (London). Before joining the IOE as a teacher educator in 1987, he taught in primary and secondary schools in London. Emma Wisby is Head of Policy and Public Affairs at the IOE. Prior to that she was Committee Specialist to the House of Commons Education Select Committee and a researcher in the field of education policy, during which time she undertook a review of school councils and pupil voice for the UK government. Following a PhD at the University of Sheffield, which examined the post-Dearing shift to standards-based quality assurance in the UK higher education sector, she spent her early career conducting consultancy research for various government departments and their agencies across schools, further education and teacher education policy. Peter Aggleton is an honorary professor in the Centre for Gender and Global Health at UCL, Emeritus Scientia Professor at the University of New South Wales, Sydney, and a distinguished honorary professor at the Australian National University. He is a sociologist and educationalist by vii training and held academic positions at the former Bristol Polytechnic, Goldsmiths College, London, and the IOE in London, where for 10 years he was Director of the Thomas Coram Research Unit. He has worked internationally for national governments and UN system agencies on issues such as HIV, gender and sexuality, and sexual and reproduct- ive health. He is the editor-in-chief of three major international peer- reviewed journals: Culture, Health and Sexuality, Health Education Journal and Sex Education, and co-edits (with Sally Power and Michael Reiss) the Foundations and Futures of Education series published by Routledge. His formative years as a teacher were spent working in adult and further education – for the Open University and a number of colleges of further education. Michael W. Apple is the John Bascom Professor of Curriculum and Instruction and Educational Policy Studies at the University of Wisconsin– Madison and holder of the Distinguished Hui Yan Chair at Beijing Normal University. A former elementary and secondary school teacher and past president of a teachers’ union, he has worked with educational systems, governments, universities, unions, and activist and dissident groups throughout the world to democratize educational research, policy and practice. Michael has written extensively on the politics of educational reform, on the relationship between culture and power and on education for social justice. Among his many books are: Ideology and Curriculum; Education and Power; Teachers and Texts; Official Knowledge; Democratic Schools; Cultural Politics and Education; Educating the ‘Right’ Way; Knowledge, Power, and Education; Can Education Change Society?; and most recently, The Struggle for Democracy in Education. Michael has been selected as one of the 50 most important educational scholars of the twentieth century. His books Ideology and Curriculum and Official Knowledge were also selected as two of the most significant books on education in the twentieth century. Stephen J. Ball is Distinguished Service Professor of Sociology of Education at the IOE. He was elected a fellow of the British Academy in 2006 and is also a fellow of the Academy of Social Sciences and Society of Educational Studies and a laureate of Kappa Delta Phi; he has honorary doctorates from the Universities of Turku (Finland) and Leicester. He is co-founder and managing editor of the Journal of Education Policy. His main areas of interest are in sociologically informed education policy analysis and the relationships between education, education policy and viii ABOUT THE CONTRIBUTORS social class. He has written 20 books and published over 140 journal articles. Recent books include Edu.Net and Foucault as Educator. Richard Bowe. After completing a degree at Manchester University Richard completed a PGCE at Bath University and spent two further years as a research assistant. Following three years as a teacher at Hailsham Comprehensive school in East Sussex, Richard took up a three-year studentship at the Open University. He subsequently worked as an evaluator for the Technical and Vocational Education Initiative and latterly at King’s College, London. Penny Jane Burke is Global Innovation Chair of Equity and Director of the Centre of Excellence for Equity in Higher Education at the University of Newcastle, Australia. Since completing her PhD in 2001, she has been actively involved in shaping the field of equity in higher education through research, institutional leadership and the development of research networks and programmes. Pushing the boundaries of the field, she developed praxis-based approaches that work towards trans- forming educational spaces and imaginaries and bringing research, theory and practice together. Her personal experience of returning to study via an