Diversity and Choice in School Education: a modified libertarian approach

Hargreaves, David H.

doi:10.1080/0305498960220201

Cited by 42 publications

(9 citation statements)

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“…And it is support which comes from several sources. Arguing that notions of 'common' schooling are impractical, Hargreaves (1996) opts for diversity as 'a means of eluding both the return to selection and the hierarchies of schools based narrowly on league tables'. He believes that it can be made consistent with the 'comprehensive principle' which opposes selection by general ability into schools with a limited ability range.…”

Section: Resultsmentioning

confidence: 98%

Specialisation and Selection in Secondary Education

Edwards¹,

Whitty²

1997

Oxford Review of Education

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In the 1992 White Paper on 'Choice and Diversity', the British government identified specialisation rather than selection as the main direction for secondary education. Four years later, its latest Education Bill was promoting both. Yet it had earlier distinguished between them on the grounds that specialisation gave choice to parents whose demand for different kinds of secondary schooling had been suppressed in Local Authority 'monopolies', whereas selection gave (or returned) choice to schools. In this paper, the extent to which specialisation is the acceptable face of selection is explored through an analysis of government initiatives from the Assisted Places Scheme and its recent expansion to the current encouragement of schools to 'select by ability or by aptitude for particular subjects'. It is argued that in the English system of secondary schooling, both the causal relationship asserted between choice and diversity and the likelihood of specialisation without selection are highly questionable.

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Section: Resultsmentioning

confidence: 98%

Specialisation and Selection in Secondary Education

Edwards¹,

Whitty²

1997

Oxford Review of Education

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“…Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/ page/terms-and-conditions School Choice and the Common Good: a reply to Brighouse GEOFFREY WALFORD In my previous article and rejoinder (Walford, 1996a & b) I argued against the view put forward by David Hargreaves (1996) for increased choice and diversity in secondary schooling. First, I argued that his application of a 'cost-benefit' approach to discussions about the desirability of greater choice and diversity is itself highly problematic and ideological.…”

Section: Please Scroll Down For Articlementioning

confidence: 91%

School Choice and the Common Good: a reply to Brighouse

Walford¹

1997

Oxford Review of Education

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“…[8] In its scrutiny report on the Sexual Orientation Regulations, the Joint Committee on Human Rights recommended that the curriculum of all schools, including religious education, should be subject to the moral relativism embodied in (this particular) government legislation. Hargreaves, 1996. of the National Institute for Christian Education Research at Canterbury Christ Church University, and a part-time MA tutor at the Maryvale Institute of Higher Education, Birmingham. His research interests include the nature of Christian education and leadership, and school ethos and culture and their impact upon pupil outcomes and school effectiveness.…”

Section: Notesmentioning

confidence: 99%

Faith Schools and the Plural Society: Exploring Notions of Diversity in School Provision in England

Morris

2012

Policy Futures in Education

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Around thirty per cent of all schools in England have a religious character. The author argues that the current 'faith schools debate' is more about the nature of its 'plural society' than about the place of such schools within the state-maintained sector. He suggests that to assume we are, in fact, living within a determinedly plural society is not as clear-cut as one might suppose, and that the very existence of the current 'faith school debate' in England is an indication that we are not as committed to pluralism as we might like to think. First he sets out two differing conceptions of the plural societyone strong, one weak. Then he sketches the historical and legislative backdrop to the present English state-maintained educational system. His third objective is to chart, briefly, the development of the educational system since the 1980s and to describe how it corresponds to changes from a strong to a weak concept of a plural society in which societal attitudes which once championed legislation supporting minority communities now seem to be leaning towards marginalising or even suppressing the contribution of such groups to the common good. Finally, he argues that the continuing existence of a distinctive dual system of educational provision in England, of which the Catholic sector is a paradigm, provides a bulwark against a creeping tide of weak pluralism, which has been likened to a form of damaging totalitarianism.

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Diversity and Choice in School Education: a modified libertarian approach

Cited by 42 publications

References 1 publication

Specialisation and Selection in Secondary Education

Specialisation and Selection in Secondary Education

School Choice and the Common Good: a reply to Brighouse

Faith Schools and the Plural Society: Exploring Notions of Diversity in School Provision in England

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