A common feature of contemporary policymaking is the sharing and adaptation of policies from other countries. As neo‐liberal globalisation continues to impact on the development of policy, such practices are increasingly commonplace. This article considers the current phenomenon of ‘policy borrowing’ with reference to the use of data from the Programme for International Student Assessment (PISA) and the 2010 Schools White Paper The Importance of Teaching. The article also traces the origins of policy borrowing and shows what philosophy of education can bring to its discourse.
Homeschooling can be a last resort for frustrated families where gifted children are not having their complex needs met through mainstream schooling. Unlike many other groups of homeschoolers, parents of highly able children take this option for pragmatic reasons rather than as a kind of moral stance. This article explores some of the ways that standard schools fail gifted children and presents the perspectives of families who have made the choice to remove their gifted children from the mainstream education system. The difficulties inherent in researching both homeschooling and gifted education are also highlighted.
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