Following Policy: A Network Ethnography of the UK Character Education Policy Community

Abstract

Over the past fifteen years, there has been a growing interest and investment in 'character' education across the UK political landscape. Alongside the activities of central government, character education has been promoted by a range of non-government actors in the UK and beyond, including philanthropic foundations, think tanks, education entrepreneurs, and academics. It is the presence of these actors and their relationship to, and influence on, UK government policy that we examine in this article. Investigating character education from a perspective of policy formation and influence, we trace the key policy actors who have contributed to the adoption of character education in the UK, and their international connections, identifying the resources, activities and relationships through which they have achieved policy influence. A central and original contribution of this article is in identifying the financial and ideological influence of US Christian neoconservative philanthropic foundation the John Templeton Foundation (JTF) on social science research and policy in the UK. Our analysis identifies academics in the UK and US who, through considerable JTF funding, have provided an evidence base that authorises character education as a policy solution. We also locate 'policy entrepreneurs' as key nodal actors, whose social capital and elite membership helps to lubricate network relations and facilitate policy influence. Finally, we consider the motivations and vested interests of policy actors, including the JTF's particular model of philanthropy, and conclude that the character education agenda is underpinned by a set of ideas that promote a free-market, individualistic and socially conservative worldview.

Local Wisdom Character Education Based on the Life Philosophy of R.M.P. Sosrokartono

“…Even in theUnited States, the education of prospective teachers has been directed at preparing them to have personality or character education ability, and education and teaching ability in general [6]. Over the past 15 years, the United Kingdom has focused its educational investment interest in strengthening character education until reaching general government policies [16].…”

Critiquing – and Rescuing – ‘Character’

“…Concerns have been heightened by scrutiny of the funding of such research (e.g. Allen and Bull, 2018: Jerome and Kisby, 2019). The Jubilee Centre is supported by the John Templeton Foundation.…”

“…In other words, the political discourse on character has been associated with victim-blaming. Not surprisingly, in diverting attention away from the effect of structural inequalities, it has come under fire from sociologists (Allen and Bull, 2018; Burman, 2018; Jensen, 2018; Morrin, 2018; Taylor, 2018; Tyler, 2013). It is therefore tempting to treat the concept purely as an object of critique, and not as one which social theory should use itself.…”

Memorable Character Education: An Experience from Lab School Jakarta Co-Curricular Learning Strategy

“…[5]. [6] [7] This criticism is relevant to the opinion that character education is ultimately a process of motivating and equipping all children to more strongly repair the world [8]. In practice, character education programs in three schools have decreased disciplinary records and increased positive student behavior [9].…”