Situating the cases of England and Australia within broader global policy trends, this book critically analyses what has gone wrong with education policy. Drawing on wide-ranging research, the authors issue a fundamental challenge to current policy orthodoxies, and identify policy alternatives to make education both better and fairer.
Education policies should drive success and equity but in many countries they are failing to do so. Situating the cases of England and Australia within broader global policy trends, this book critically analyses what has gone wrong.
The authors draw on extensive research in education to review the impact of multiple policies on students, teachers and schools, with a focus on communities where children and young people need education most. They issue a fundamental challenge to the policy orthodoxies of recent decades and set out a blueprint for making education both better and fairer.
Ruth Lupton is Professor of Education at The University of Manchester. She researches, writes and teaches about poverty and inequality, particularly in relation to education and neighbourhoods.
Debra Hayes is Professor of Education and Equity and Head of School at Sydney School of Education and Social Work, The University of Sydney. Her research investigates inequitable effects of schooling in high poverty and difference contexts.
Author/Editor details at time of book publication.