Education Policy and Realist Social Theory

In Europe welfare state provision has been subjected to 'market forces'. Over the last two decades, the framework of economic competitiveness has become the defining aim of education, to be achieved by new managerialist techniques and mechanisms. This book thoughtfully and persusasively argues against this new vision of education, and offers a different, more useful potential approach. Education Policy and Realist Social Theory is a clear and accessible introduction to the morphogenetic approach and realist social theory in the sociology of education, and organization and management studies. Robert Wilmott: * establishes the theoretical framework that underpins historical and contemporary case-study research of child-centredness and new managerialism * counterposes morphogenesis to a highly influential theory of structuration * argues that the interplay of structure, culture and agency can be theorised via the methodological device of analytical dualism * offers an historical account of the demise of child-centred philosophy * appraises the school effectiveness research and the managerialist co-option of Robin Alexander and others * provides up to date case study analysis of how teaching staffs in two primary schools mediate the contradiction between child-centred philosophy and practice and new managerialism * discusses the impactions of the findings for primary school practice and underscores the need for a critical realist approach to theorising about education policy and practice. This in-depth major study will be of great interest to researchers in the sociology of education, education policy, social theory, organization and management studies, and also to professionals concerned about the deleterious impact of current education policy on children's learning and welfare.