This article explores how Third Way policies have weakened class consciousness in education and how a Marxist model of education offers a powerful alternative to this weakening. By blending neoliberal approaches with social democracy, the Third Way promotes individualistic and market-oriented reforms in education, which have been found to deepen…

Brian Simon (1981) argued that the English education system had failed to develop pedagogy because of social class division. This has been enhanced by the failure to address parity of esteem issues between the academic and the vocational curriculum, which makes the absence of a real pedagogy in Further Education (FE) and alternative provision (AP)…

This is the second of three articles on "Sources of Authority in Education". All use the work of Amy Gutmann as a heuristic device to describe and explain the prevalence of market-based models of Education Reform in the United States as part of what Pasi Sahlberg terms the Global Education Reform Movement (GERM). This movement is based…

The tendency in urban schools is that teachers hold incomplete understandings about their students (by virtue of difference in cultural, race, language, and social class) is a lingering challenge since "Brown v. Board of Education" desegregated students in schools while also casting out large numbers of Black educators (Walker, 2013).…

This paper presents and engages with Basil Bernstein's rich conceptual grammar in order to generate a sociological account of the outcomes for teachers' work, identity and social class, of strategic shifts in governance to the global scale. Our aim is to develop a two-way conversation between Bernstein's conceptual grammar and how best to theorise…

Education policy ambitions or presumptions in most countries are being accused of turning schools into social factories to supply humanpower to produce commodities. This is apparent bureaucratic education policy imposition on school-actors which promotes class division and conflict in sharing resources. Using the Marxist-critical-lenses, this…

Since its publication in 1921, "The Teaching of English in England," otherwise known as the Newbolt Report, has informed both the shape of English as a school subject and the discourse about the teaching of English in England. The 1960s saw the report as promoting a cultural heritage rooted in outdated social values; the 1970s explored…

Reformers are increasingly calling for and adopting practice-based approaches to teacher preparation, with particular emphasis on identifying and centering core practices. In this article, we argue that organizing teacher education around core practices brings its own risks, including the risk of peripheralizing equity and justice. Situating our…

This article employs postcolonial perspectives to examine the possibilities and limitations of drawing on Pan-African ideas to establish practices and meanings for global citizenship education at an elite secondary school in Ghana. In this examination, the authors explore the ways in which the school's interventions to reinforce sameness/unity…

This article seeks to provide a new reading of the work of Celestin Freinet and his use of the printing press. Specifically, this article aligns Freinet's approach to teaching and learning with a counter-reformation in pedagogical thought-an approach that places him both within and outside of the 'progressive' turn in education that began to…

Educational literature shows that students from working-class backgrounds are significantly less likely to persist to completion in higher education than middle-class students. This paper draws theoretically and analytically on Bernstein's ([1990. "Class, Codes and Control, Volume IV: The Structuring of Pedagogic Discourse." London:…

As diversity continues to increase in the United States, ethnic, cultural, social-class, and linguistic gaps are widening between teachers and their students. The rapidly changing educational landscape presents unique challenges and opportunities for addressing diversity both creatively and constructively in schools. "Multicultural…

In this response to Lingley's (2016) article "Democratic Foundations of Spiritually Responsive Pedagogy," the author invites the framework of (a)spiritually responsive curriculum to include a more direct engagement with a culturally relevant curriculum as well. The author agrees with Lingley's postulation that (a)spirituality is deeply…

This dissertation analyzes how mandated high-stakes tests and college and career ready standards influence local curricula and the reproduction of inequalities between students. I found that inequalities were reproduced based on distinctions between students in co-taught courses (classes that required the presence of an aide to assist students…

Particularly after the Danish political system changed to parliamentarism in 1901, a growing interest in, and expanded meaning of, culture as a pedagogical category developed in relation to state schooling, on the road to a comprehensive school system for "the whole population". This article elaborates on the role played by theological…