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Professor Geoff Whitty

Global Innovation Chair for Equity in Higher Education & Co-Director CEEHE

Centre of Excellence for Equity in Higher Ed.

Promoting equal access to university

International league tables in tertiary education provide useful comparisons about rankings and research outputs – but how do universities perform when it comes to providing equal access?

Professor Geoff WhittyThe University of Newcastle's (UON) Centre of Excellence for Equity in Higher Education (CEEHE) plans to find an answer through the creation of a world-first global equity index to show how access to post-secondary education compares across the world.

Led by Professor Geoff Whitty, a world-renowned scholar in education equity, the Global Access Map will be based on a survey of 50 countries to determine how access is measured and who is marginalised according to their socio-economic status, ethnicity, religion or gender.

The project is supported by, multinational publishing and education company, Pearson PLC and the Global Access to Post-Secondary Education (GAPS) Initiative. The first stage will be a feasibility study, which is due to report next year, and the ultimate aim is to have an equity measure included in existing league tables.

"Access to post-secondary education is one of the defining characteristics of economic and social prosperity in the 21st century," said Whitty, who in March took up a position as Global Innovation Chair for Equity in Higher Education at UON.

"Education is one of the most effective ways for a nation to enhance social mobility, cultural cohesion, and economic productivity."

There is a danger that universities that are low charging and high equity will have problems under the new regime… there ought to be some national mechanism to help maintain the social inclusiveness of universities.

A former high school history and sociology teacher, Whitty has been interested in improving access to education for marginalised groups since he volunteered to teach immigrant children in London in the 1960s.

His career has spanned academic and senior management posts in higher education, and for more than 10 years he ran the world-renowned Institute of Education at the University of London. As a leading scholar and policy advisor on equity in education, he has evaluated major interventions to tackle educational disadvantage and for more than 30 years has been involved in an ongoing longitudinal study of the educational and career trajectories of academically able children from different schools and social backgrounds.

Whitty now spends part of the year in Newcastle, where he is advising on CEEHE's strategic direction.

He says providing the evidence base on equal access to higher education is particularly important in the current political climate, as Australia enters "unchartered waters" by proposing to remove the fee cap.

"Newcastle is an unusual university in that it combines a very strong commitment to research excellence with a very strong commitment to social inclusion – and this is something we should be protecting," said Whitty.

"The Go8 universities recruit fewer than 10 per cent students overall from low socio economic backgrounds, while Newcastle recruits 24 per cent. There is a danger that universities that are low charging and high equity will have problems under the new regime and therefore there ought to be some national mechanism to help maintain the social inclusiveness of universities."

Whitty believes a key priority in closing the participation gap is to improve education in schools for socially disadvantaged children, and to recognise that school achievement is not the only indicator of success at university.

His landmark research in the United Kingdom has shown that children from low socio economic backgrounds who show promise perform as least as well at university as children from private schools, even if their school results are not as high.CEEHE will advise the government and disseminate research evidence and good practice around equity in education throughout Australia and internationally. Its research themes include culture and agency, access and student experience, community wellbeing and education policy.

Promoting equal access to university - Geoff Whitty

Promoting equal access to university

International league tables in tertiary education provide useful comparisons about rankings and research outputs – but how do universities perform when it comes

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Career Summary

Biography

Professor Geoff Whitty is a leading scholar in the sociology of education and an experienced institutional leader, who combines strong strategic vision with careful attention to detail. He became Director of the Institute of Education (IOE), University of London in September 2000, after teaching in schools and holding academic and senior management posts in higher education, and he is widely credited with taking the Institute to new heights in terms of its local, national and international standing. The IOE was ranked number one in the world in the discipline of education by Quacquarelli Symonds (QS).

He has been a specialist advisor to the House of Commons Education Committee and a past President of the British Educational Research Association and the College of Teachers. He has been a Board member of Office for Standards in Education (OFSTED) and Chair of the British Council’s Education and Training Committee.

His many publications include Making Sense of Education Policy (Sage Publications 2002) and, with Sally Power, Tony Edwards and Valerie Wigfall, Education and the Middle Class (Open University Press 2003), which won the Society for Educational Studies education book prize in 2004. In 2014, he was one of only two scholars to have more than one publication included in the British Educational Research Association's list of 40 landmark studies that had had a significant impact on educational research and policy since the formation of that association in 1974. 

In 2009, he received the Lady Plowden Memorial Medal for outstanding services to education and in the Queen’s Birthday Honours 2011 he was awarded a CBE for services to teacher education.  

Professor Whitty was a Distinguished Visiting Scholar at Teachers College, Columbia University and is an Honorary Research Fellow at the University of Oxford and Honorary Professor at Beijing Normal University. He has received Honorary Doctorates from the University of the West of England and the Hong Kong Institute of Education.

Professor Geoff Whitty has been appointed UON’s Global Innovation Chair for Equity in Higher Education. In his role as Global Innovation Chair for Equity in Higher Education, Professor Whitty will be based in the School of Education, and will work with colleagues in the School as a research mentor and strategist in equity and education, and collaborate to build stronger international research links. His appointment will also provide important input into the ongoing development of the Centre of Excellence for Equity in Higher Education.
 

Research Expertise
Professor Whitty's main areas of research and scholarship are the sociology of the school curriculum, education policy, widening participation, higher education, teacher education and health education expert in education, sociology and public policy.

Teaching Expertise
Sociology of education Education policy

Administrative Expertise
Former Dean Former College President

Collaborations
Professor Whitty's primary research collaborations include John Furlong at the University of Oxford on educational studies; Nancy Lesko and Amy Stuart Wells at Teachers College Columbia and Kate Reynolds at Bath Spa University on teacher education; and Sally Power at Cardiff University on educational biographies of academically able children.

Qualifications

  • Doctor of Literature, University of London
  • Bachelor of Arts, University of Cambridge - UK
  • Master of Arts, University of Cambridge - UK

Keywords

  • Education
  • Equity
  • Public Policy
  • Sociology
  • Widening Participation

Fields of Research

Code Description Percentage
160506 Education Policy 60
160809 Sociology of Education 40

Professional Experience

UON Appointment

Title Organisation / Department
Global Innovation Chair for Equity University of Newcastle
Academic Division
Australia
Global Innovation Chair for Equity University of Newcastle
Centre of Excellence for Equity in Higher Ed.
Australia

Academic appointment

Dates Title Organisation / Department
1/10/2011 - 1/12/2013 Professor of Public Sector Policy and Management University of Bath
United Kingdom
1/01/2006 - 31/12/2010 Editorial Board - Review of Research in Education (USA) Review of Research in Education (USA)
United States
1/01/2005 - 1/12/2007 President British Educational Research Association
United Kingdom
1/01/2005 - 1/12/2009 President College of Teachers
United Kingdom
1/01/2004 -  Editorial Board - Asia Pacific Journal of Education (Singapore) Asia Pacific Journal of Education (Singapore)
Singapore
1/01/2002 -  Membership - National Academy of Academics, Learned Societies and Practitioners in the Social Sciences National Academy of Academics, Learned Societies and Practitioners in the Social Sciences
Australia
1/01/2000 - 1/12/2010 Director of the Institute of Education University of London
1/01/2000 -  Membership - British Educational Research Association British Educational Research Association
United Kingdom
1/01/1998 - 1/12/2000 Dean of Research for the Institute of Education University of London
1/01/1998 -  Membership - Royal Society of Arts Royal Society of Arts
Australia
1/01/1996 -  Editorial Board - Education Journal (Hong Kong) Education Journal (Hong Kong)
China
1/01/1996 -  Editorial Board - International Journal of Inclusive Education International Journal of Inclusive Education
Australia
1/06/1992 - 1/12/2000 Karl Mannheim Professor of Sociology of Education at the Institute of Education University of London
1/01/1990 - 1/05/1992 Goldsmiths’ Professor of Policy and Management at Goldsmiths College Goldsmiths, University of London
United Kingdom
1/01/1985 - 1/12/1989 Head, Professor and Dean of Education Bristol Polytechnic
United Kingdom
1/01/1985 -  Editorial Board - Journal of Education Policy Journal of Education Policy
Australia
1/01/1985 -  Membership - American Educational Research Association American Educational Research Association (AERA)
United States
1/01/1982 -  Editorial Board - Discourse (Australia) Discourse (Australia)
Australia
1/01/1980 -  Editorial Board - British Journal of Sociology of Education British Journal of Sociology of Education
United Kingdom
1/01/1975 -  Membership - British Sociological Association British Sociological Association (BSA)
United Kingdom

Membership

Dates Title Organisation / Department
1/01/1995 - 31/12/1995 Member - Review of Research in Education (USA) Sage Press
Australia

Awards

Honours

Year Award
2013 Honorary Research Fellow
University of Oxford
2012 Honorary Doctor of Education
Hong Kong Institute of Education
2012 Fellow of the Society for Educational Studies
Unknown
2011 Distinguished Visiting Scholar 2011-2013
Unknown
2011 Commander (CBE)
Unknown
2009 Lady Plowden Memorial Medal
Unknown
2002 Honorary Professor
Beijing Normal University
2001 Honorary Charter Fellow
Unknown
2001 Honorary Doctor of Education
Unknown

Recognition

Year Award
2004 Book Prize
Unknown

Invitations

Keynote Speaker

Year Title / Rationale
2014 Current challenges for Schools of Education
Organisation: Fifth Anniversary Conference, Faculty of Education, Beijing Normal University, Beijing
2014 Multiculturalism and education in the UK and China
Organisation: First International Conference on Multiculture and Education, Xinjiang Normal University, Urumqi
2014 Comparing China and the UK: The case of intercultural education
Organisation: Annual Conference of the Chinese Educational Research Association (CERA-UK), Institute of Education, University of London
2014 Foundation Day Address
Organisation: National Council for Teacher Education
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Publications

For publications that are currently unpublished or in-press, details are shown in italics.


Book (17 outputs)

Year Citation Altmetrics Link
2016 Whitty GJ, Research and Policy in Education: Evidence, Ideology and Impact, IOE Press, London (2016)
2013 Whitty G, Preface, Taylor and Francis (2013)
DOI 10.4324/9780203112878
2013 Whitty G, Preface (2013)
DOI 10.4324/9780203112878
2013 Whitty G, Foreword (2013)
DOI 10.4324/9780203761090
2003 Power S, Edwards T, Wigfall V, Whitty G, Education and the Middle Class, Open University Press, Buckingham, UK, 192 (2003) [A2]
2002 Whitty GJ, Making Sense of Education Policy: Studies in the Sociology and Politics of Education, Sage, Thousand Oaks, CA, 168 (2002)
2000 Whitty GJ, Furlong J, Teacher Education in Transition: Re-forming Professionalism?, Open University Press, Buckingham, UK, 210 (2000) [A1]
1998 Whitty GJ, Power S, Halpin D, Devolution and Choice in Education : the School, the State and the Market, Open University Press, Buckingham, UK, 170 (1998) [A1]
1997 Whitty G, Creating quasi-markets in education: A review of recent research on parental choice and school autonomy in three countries, AMER EDUCATIONAL RESEARCH SOC, 45 (1997)
Citations Web of Science - 51
1994 Aggleton P, Learning about AIDS: Scientific and Social Issues, Churchill Livingstone, Edinburgh, UK, 125 (1994)
1993 Whitty G, Edwards AD, Gewirtz S, Specialisation and Choice in Urban Education, Taylor & Francis, London, 197 (1993) [A1]
1989 Whitty GJ, Edwards T, The State and Private Education : an Evaluation of the Assisted Places Scheme, Falmer Press, London (1989) [A1]
1985 Whitty GJ, Sociology and School Knowledge : Curriculum Theory, Research, and Politics, Methuen, London (1985) [A1]
1977 Whitty GJ, Society, State and Schooling : Readings on the Possibilities for Radical Education, Falmer Press, Lewes, UK (1977)
1976 Whitty GJ, Gleeson D, Developments in Social Studies Teaching, Open Books, London (1976)
1976 Whitty GJ, Explorations in the Politics of School Knowledge, Studies in Education, Driffield, UK (1976)
1976 Whitty G, Gleeson D, Sociology: The Choice at A Level, Nafferton Books, Driffield, UK, 132 (1976)
Show 14 more books

Chapter (34 outputs)

Year Citation Altmetrics Link
2016 Yan F, Whitty G, 'Towards inter-cultural education in¿Xinjiang,¿North-west China?', Establishing a Culture of Intercultural Education, Cambridge Scholars, Cambridge, UK (2016)
2015 Whitty GJ, Power S, 'Selective, Comprehensive and Diversified Secondary Schooling in England: a Brief History', The Ins and Outs of Selective Secondary Schools: a Debate, Civitas, London 9-28 (2015) [B1]
2014 Whitty GJ, Anders J, 'Narrowing the Achievement Gap: Policy and Practice in England, 1997¿2010', Closing the Achievement Gap from an International Perspective, Springer, Amsterdam 163-191 (2014)
DOI 10.1007/978-94-007-4357-1_8
2014 Whitty G, Anders J, 'Narrowing the achievement gap: Policy and practice in England, 1997-2010', Closing the Achievement Gap from an International Perspective: Transforming STEM for Effective Education 163-191 (2014)

© 2014 Springer Science+Business Media B.V.There have been various 'achievement gaps' in England over the years-significant differences in school attainment by students from diff... [more]

© 2014 Springer Science+Business Media B.V.There have been various 'achievement gaps' in England over the years-significant differences in school attainment by students from different socioeconomic classes, different genders and different ethnic groups. Although Basil Bernstein, a leading English sociologist of education, argued many years ago that 'education cannot compensate for society', policy makers continue to believe that education and other social policies can help to equalise school performance and life chances between different social groups. This chapter describes what progress was made in narrowing the socioeconomic achievement gap in England under its New Labour government between 1997 and 2010 and assesses the research evidence on whether a wide array of national, local, institutional and 'personalised' interventions seem to have made a difference. It also discusses future prospects for closing the gap under the coalition government of Conservatives and Liberal Democrats that was elected in England in 2010. The chapter includes an explanation of the structure of the English schooling system.

DOI 10.1007/978-94-007-4357-1-8
2013 Whitty GJ, Mullan J, 'Postgraduate education: Overlooked and forgotten?', Browne and Beyond: Modernizing English Higher Education, IOE Press, London 173-194 (2013) [B1]
2012 Whitty GJ, 'Policy Tourism and Policy Borrowing in Education: A Trans-Atlantic Case Study', World Yearbook of Education 2012: Policy Borrowing and Lending in Education, Routledge, London 354-370 (2012)
2011 Whitty GJ, 'Securing the future of postgraduate education', Blue Skies: New thinking about the future of higher education, Pearson, London 99-102 (2011)
2011 Whitty GJ, Wisby E, 'Pupil Empowerment in Schools: Limits and Possibilities', Emerging Trends in Higher Education in India: Concepts and Practices, Pearson, New Delhi 93-103 (2011)
2010 Whitty GJ, 'Marketization and Post-marketization in Contemporary Education Policy', Restructuring the Truth of Schooling: Essays on Discursive Practices in the Sociology and Politics of Education, Finnish Educational Research Association, Jyvaskyla (2010) [E2]
2009 Whitty GJ, Wisby E, 'Quality and impact in educational research: Some lessons from England under New Labour', Assessing the Quality of Educational Research in Higher Education, Sense Publishers, Rotterdam 137-156 (2009) [B2]
2008 Whitty GJ, 'Changing modes of teacher professionalism', Exploring Professionalism, Inst of Education, London 28-49 (2008) [B2]
2008 Apple MW, Torres CA, Whitty G, 'Curriculum Planning: Content, form, and the Politics of Accountability', The SAGE Handbook of Curriculum and Instruction 25-44 (2008)
DOI 10.4135/9781412976572.n2
Citations Scopus - 18
2007 Whitty G, 'Education(al) research and education policy-making: Is conflict inevitable?', Educational Research and Policy-Making: Exploring the Border Country Between Research and Policy 1-18 (2007)
DOI 10.4324/9780203939796
Citations Scopus - 1
2004 Whitty GJ, 'Karl Mannheim (1893-1947)', Oxford Dictionary of National Biography, Oxford University Press, Oxford, UK (2004)
2002 Whitty GJ, 'Quasi-Markets in Education', Education and Sociology: An Encyclopedia, RoutledgeFalmer, New York 473-484 (2002)
2001 Whitty GJ, 'Vultures and Third Ways: Recovering Mannheim's Legacy for Today', Sociology of Education Today, Palgrave Macmillan, Basingstoke, UK 206-222 (2001)
2000 Whitty GJ, Gewirtz S, Edwards T, 'New Schools for New Times? Notes towards a Sociology of Recent Education Reform', Educational Knowledge: Changing Relationships Between the State, Civil Society, and the Educational Community, SUNY Press, Albany, NY 111-129 (2000)
2000 Whitty GJ, 'Sociology of Education and Urban Education Policy', Challenges of Urban Education: Sociological Perspectives for the Next Century, SUNY Press, Albany, NY 79-96 (2000)
2000 Whitty GJ, Furlong J, Barton L, Miles S, Whiting C, 'Training in Turmoil: Researching Initial Teacher Education in England in the 1990s', Tomorrow's Teachers: International and Critical Perspectives on Teacher Education, Canterbury University Press, Christchurch, New Zealand 11-42 (2000)
1999 Power S, Whitty GJ, 'Market forces and school culture', School culture, Paul Chapman, London 15-30 (1999)
1999 Mortimore P, Whitty GJ, 'Can school improvement overcome the effects of disadvantage?', Combating educational disadvantage: Meeting the needs of vulnerable children, Falmer Press, London 156-176 (1999)
1999 Whitty GJ, Power S, Gamarnikow E, Aggleton P, Tyrer P, Youdell D, 'Health, housing and education: Tackling multiple disadvantage', Tackling disaffection and social exclusion: Education perspectives and policies, Kogan Page, London 67-79 (1999)
1999 Whitty GJ, Aggleton P, Garmarnikow E, Tyrer P, 'Education and health inequalities', Inequalities in health: The evidence, Policy Press, Bristol, UK 138-147 (1999)
1999 Mortimore P, Whitty GJ, 'School improvement: A remedy for social exclusion?', Tackling disaffection and social exclusion: Education perspectives and policies, Kogan Page, London 80-94 (1999)
1999 Power S, Whitty G, Youdell D, 'Doubly Disadvantaged: Education and the Homeless Child', Homeless Children: Problems and Needs, Jessica Kingsley Publishers, London 130-141 (1999)
1999 Whitty GJ, 'New Right and New Labour: Continuity and change in education policy', The return of Labour: A turning point in British politics?, Philo, London 191-206 (1999)
1999 Edwards T, Whitty GJ, Power S, 'Moving back from comprehensive secondary education?', Education policy and contemporary politics, Macmillan, Basingstoke, UK 30-43 (1999)
1999 Apple M, Whitty GJ, 'Structuring the postmodern in education policy', Postmodernism in educational theory, Tufnell Press, London 67-87 (1999)
1998 Whitty GJ, 'Interview with Geoff Whitty', Education, Power, and Personal Biography: Dialogues with Critical Educators, Routledge, New York 241-262 (1998)
1998 Whitty GJ, 'Citizens or consumers? Continuity and change in contemporary education policy', Power/Knowledge/Pedagogy: The meaning of democratic education in unsettling times, Westview Press, Boulder, CO 92-109 (1998)
1998 Whitty GJ, Power S, Halpin D, 'Self-managing schools in the marketplace: The experience of England, the USA and New Zealand', A revolution in social policy: Quasi-market reforms in the 1990s, Policy Press, Bristol, UK 95-108 (1998)
1998 Power S, Whitty GJ, Youdell D, 'Refugees, Asylum-seekers and the Housing Crisis: No Place to Learn', Refugee Education: Mapping the Field, Trentham Books, Stoke on Trent, UK 00-00 (1998)
1997 Whitty GJ, 'Recent Education Reform: Is it a Postmodern Phenomenon?', The Politics, Sociology, and Economics of Education: Interdisciplinary and Comparative Perspectives, Macmillan, Houndmills, UK 252-270 (1997)
1997 Whitty GJ, 'School autonomy and parental choice: Consumer rights versus citizen rights in education policy in Britain', Education, Autonomy, and Democratic Citizenship: Philosophy in a Changing World, Routledge, London 87-98 (1997)
Show 31 more chapters

Journal article (81 outputs)

Year Citation Altmetrics Link
2016 Whitty G, Wisby E, 'Education in England ¿ a testbed for network governance?', Oxford Review of Education, 1-14 (2016)

© 2016 Informa UK Limited, trading as Taylor & Francis GroupSince devolution in the late 1990s, education policy in England has diverged further from that in Scotland and also fr... [more]

© 2016 Informa UK Limited, trading as Taylor & Francis GroupSince devolution in the late 1990s, education policy in England has diverged further from that in Scotland and also from policy in Wales and Northern Ireland. In this paper we review the roots and trajectory of the English education reforms over the past two decades. Our focus is the schools sector, though we also touch on adjoining reforms to early years and further and higher education. In so doing, we engage with various themes, including marketisation, institutional autonomy and accountability. Changes in governance arrangements for schools have been a defining feature of education reforms since devolution. This has been set against an evolution in national performance indicators that has put government priorities into ever sharper relief. In theorising the changes, we pay particular attention to the suggestion that the English education system now epitomises the concept of ¿network governance¿, which has also been applied to education in a global context. We question the extent to which policies have in practice moved beyond the well-established mechanisms of ¿steering at a distance¿ and undermined the very notion of an education system in England. We conclude by considering possible futures for education policy and how they may position England in relation to other parts of the UK and the wider world.

DOI 10.1080/03054985.2016.1184873
2015 Whitty GJ, Clement N, 'Getting into Uni in England and Australia: Who you know, what you know or knowing the ropes?', International Studies in Widening Participation, 2 44-55 (2015) [C1]
2015 Whitty G, Hayton A, Tang S, 'Context and Implications Document for: Who you know, what you know and knowing the ropes: a review of evidence about access to higher education institutions in England', Review of Education, 3 68-71 (2015) [C3]
DOI 10.1002/rev3.3039
2015 Whitty G, Hayton A, Tang S, 'Who you know, what you know and knowing the ropes: a review of evidence about access to higher education institutions in England', Review of Education, 3 27-67 (2015) [C1]
DOI 10.1002/rev3.3038
2014 Whitty G, 'Recent developments in teacher training and their consequences for the 'University Project' in education', Oxford Review of Education, 40 466-481 (2014) [C1]

This paper discusses one of Furlong's major areas of work, the theory and practice of teacher education. Taking up where our joint publication Teacher Education in Transition: Re-... [more]

This paper discusses one of Furlong's major areas of work, the theory and practice of teacher education. Taking up where our joint publication Teacher Education in Transition: Re-Forming Professionalism? (Open University Press 2000) left off, it examines how accelerated moves towards school-based teacher education, as well as increased school autonomy, are impacting upon notions of teacher professionalism and professional formation in England. It looks at how in this context a 'core' professionalism mandated by central government through its teaching standards is being supplemented or even replaced by a series of 'local' professionalisms and the 'branded' professionalisms of Teach First and Academy chains. The paper then considers the implications of these developments for the future of Education as a subject of study in universities and, in particular, for the vision set out in Furlong's recent book Education: an anatomy of the discipline (Routledge 2013). © 2014 © 2014 Taylor & Francis.

DOI 10.1080/03054985.2014.933007
Citations Scopus - 3Web of Science - 2
2014 Weis L, Whitty G, David ME, Apple MW, 'Tributes to Jean Anyon', BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION, 35 449-456 (2014) [O1]
DOI 10.1080/01425692.2014.888148
2012 Whitty G, 'A Life with the Sociology of Education', British Journal of Educational Studies, 60 65-75 (2012)
DOI 10.1080/00071005.2011.650945
Citations Scopus - 3Web of Science - 2
2010 Whitty G, 'Revisiting school knowledge: Some sociological perspectives on new school curricula', European Journal of Education, 45 28-45 (2010) [C1]
DOI 10.1111/j.1465-3435.2009.01422.x
Citations Scopus - 26Web of Science - 16
2010 Gray SL, Whitty G, 'Social trajectories or disrupted identities? Changing and competing models of teacher professionalism under new labour', Cambridge Journal of Education, 40 5-23 (2010) [C1]
DOI 10.1080/03057640903567005
Citations Scopus - 21Web of Science - 11
2010 Power S, Curtis A, Whitty G, Edwards T, 'Private education and disadvantage: The experiences of Assisted Place holders', International Studies in Sociology of Education, 20 23-38 (2010) [C1]
DOI 10.1080/09620211003655622
Citations Scopus - 4
2009 Whitty GJ, 'The Legacy of Neo-Liberal school reform in England', Comparative Education, 39 3-28 (2009) [C1]
2009 Whitty G, 'Evaluating 'Blair's Educational Legacy?': some comments on the special issue of Oxford Review of Education', Oxford Review of Education, 35 267-280 (2009) [C1]
DOI 10.1080/03054980902814484
Citations Scopus - 10Web of Science - 9
2008 Whitty G, 'Twenty years of progress?: English education policy 1988 to the present', Educational Management Administration and Leadership, 36 165-184 (2008) [C1]
DOI 10.1177/1741143207087771
Citations Scopus - 29
2008 Snook I, Bates R, Dale R, Peters M, Whitty G, 'The contribution of john codd to education: A commentary', New Zealand Journal of Educational Studies, 43 145-156 (2008) [C3]
2007 Whitty G, Wisby E, 'Whose voice? An exploration of the current policy interest in pupil involvement in school decision-making', International Studies in Sociology of Education, 17 303-319 (2007)

This paper discusses the sociological issues raised by a recent study on school councils in England. This study revealed a lack of clarity among policy-makers and schools regardin... [more]

This paper discusses the sociological issues raised by a recent study on school councils in England. This study revealed a lack of clarity among policy-makers and schools regarding the purpose of provision for pupil voice. The paper argues that this allows important questions about the functions of pupil voice to be avoided. While suggesting ways in which schools could refine their provision, the paper asks whether more effective pupil voice would make the concept less attractive to policy-makers and schools in the first place. It goes on to highlight more fundamental questions raised by critiques of notions of 'voice'. Connected to this, the paper outlines the potential for pupil voice to support neo-liberal as well as progressive ends. It concludes by arguing that teachers must grasp the opportunities provided by pupil voice to ensure that it serves 'collaborative' rather than 'managerial' professionalism.

DOI 10.1080/09620210701543957
Citations Scopus - 35
2007 Whitty GJ, 'Education reform and civic identity: Global and national influences', Hitotsubashi Journal of Social Studies, 31 1-18 (2007)
2006 Whitty G, 'Education(al) research and education policy making: Is conflict inevitable?', British Educational Research Journal, 32 159-176 (2006)

The relationship between research and policy and practice in education is a long-standing issue in many countries. Focusing on the UK Government, which is responsible for educatio... [more]

The relationship between research and policy and practice in education is a long-standing issue in many countries. Focusing on the UK Government, which is responsible for education in England, this paper looks at the criticisms of education research that have been made in recent years by government and related non-departmental public bodies and stakeholders. It then looks in more detail at specific examples of the use that has - and has not - been made of research in developing policy. But rather than produce a balance sheet of pluses and minuses in policy makers' use of evidence, the paper emphasises the realities of the policy making process and the difficulties in establishing consistently and exclusively evidence-based policy. At the same time, it argues that researchers should beware of allowing their work to be shaped entirely by the Government's call for research that is directly useful to policy by always prioritising applied or practice-based approaches. The paper concludes by highlighting the need for BERA to promote all types of education research - regardless of its utility for policy makers - and, as part of this, for the education research community to ensure that appropriate quality criteria are available for all approaches.

DOI 10.1080/01411920600568919
Citations Scopus - 76Web of Science - 50
2006 Agalianos A, Whitty G, Noss R, 'The social shaping of logo', Social Studies of Science, 36 241-267 (2006)

'Logo' is the name for a philosophy of education and for a continually evolving family of computer languages that aid its realization. Developed in the USA in the late 1960s, it b... [more]

'Logo' is the name for a philosophy of education and for a continually evolving family of computer languages that aid its realization. Developed in the USA in the late 1960s, it became the material embodiment of a radical educational philosophy and a potential vehicle for the transformation of education. In the early 1980s, Logo was introduced into mainstream education in both the USA and the UK. Within an increasingly conservative social and political context with different education policy priorities, Logo was gradually stripped of its radical potential, marginalized and, where it survived, remoulded as harmless to the mainstream educational system. This paper draws on empirical research that explored the evolution of Logo between the late 1960s and the late 1990s. The paper focuses on the social processes involved in the initial development and evolution of Logo. It shows that these processes were heavily contested. Logo was the product of complex social, technical, political and economic decisions, and the product of negotiation shaped by the concerns of the social players involved. The evolution of Logo was not linear or even primarily technical. Rather, it was a seamless web in which the technical was interwoven with the social, economic and political in ways that illustrate the dialectical interaction between historical contingency and the intentions and aspirations of individuals and communities. © SSS and SAGE Publications.

DOI 10.1177/0306312706053809
Citations Scopus - 5Web of Science - 3
2006 Whitty GJ, Wisby E, 'Moving beyond recent education reform and towards a democratic professionalism', Hitotsubashi Journal of Social Studies, 38 43-61 (2006)
2005 Gewirtz S, Dickson M, Power S, Halpin D, Whitty G, 'The deployment of social capital theory in educational policy and provision: The case of Education Action Zones in England', British Educational Research Journal, 31 651-673 (2005)

Heavily influenced by Putnam's particular variant of social capital theory, the New Labour government in the UK has introduced several initiatives designed to raise educational ac... [more]

Heavily influenced by Putnam's particular variant of social capital theory, the New Labour government in the UK has introduced several initiatives designed to raise educational achievement by building the social capital of families identified as socially excluded. One such initiative was the Education Action Zones (EAZ) policy. Whilst this policy has recently been eclipsed by other initiatives designed to enhance education in areas of disadvantage, many of the social capitalbuilding components of EAZs have now become relatively widespread in schools in disadvantaged areas. In this article the authors use qualitative data from a study of EAZs to explore how parents experience initiatives designed to build their social capital and to examine the interactions between parents' values and the values implicit in these initiatives. In doing so, they identify and elucidate some key limitations of current attempts to operationalise social capital theory. The analysis offered in the article thus has significant implications for policy and policy scholarship. In particular, it draws attention to the need for policy makers and practitioners concerned with challenging social exclusion to pay closer attention to the real, as opposed to imagined, local sociocultural environments within which policies are implemented and to the voices, choices and values of the people these policies are designed to help. In so doing, the article also underlines the importance of policy analysts attending to these same complexities.

DOI 10.1080/01411920500314620
Citations Scopus - 26Web of Science - 11
2004 Halpin D, Dickson M, Power S, Whitty G, Gewirtz S, 'Area-based approaches to educational regeneration: The case of the English education action zone experiment', Policy Studies, 25 75-85 (2004)

The Education Action Zone (EAZ) experiment is one of a number of area-based regeneration initiatives (ABRIs) that have been introduced by central government in recent years in Eng... [more]

The Education Action Zone (EAZ) experiment is one of a number of area-based regeneration initiatives (ABRIs) that have been introduced by central government in recent years in England in an attempt both to tackle social exclusion and lever up educational achievement in some of its disadvantaged localities. The policy, regarded by some of its advocates as the epitome of New Labour's 'Third Way', is premised upon the idea that different bodies (public, private, voluntary and community) can work together to deliver localised 'joined-up solutions' to 'joined-up problems' - in this case those to do with how to address successfully persistent educational failure in poor neighborhoods. Drawing on the findings of a three and a half-year long ESRC-funded research project designed to investigate the origins, operation and impact of the EAZ policy, this article reflects on the degree to which this approach to educational regeneration is delivering on its objectives and highlights the lessons that can be learnt from its operation so far.

DOI 10.1080/0144287042000262170
Citations Scopus - 14
2002 Power S, Whitty G, 'Bernstein and the middle class', British Journal of Sociology of Education, 23 595-606 (2002)

This paper explores Basil Bernstein's insights into education and social class, and in particular the relevance of his work for understanding the British middle class. Bernstein i... [more]

This paper explores Basil Bernstein's insights into education and social class, and in particular the relevance of his work for understanding the British middle class. Bernstein is one of the few sociologists of education to recognise and explore differences and tensions within the middle class. We begin by exploring some of the influences of Bernstein's theorisation of social class in general, and outline his main ideas on the relationship between the middle class and education in particular. We then examine the relevance of his work for research on education and middle-class differentiation through drawing on data from our Destined for Success' project. This project traced the educational biographies of 300 young men and women from the beginning of their promising educational secondary school career to their mid-twenties. We argue that the distinctive dispositions and orientations of the 'new' and 'old' middle class proposed by Bernstein are evident within parental preferences for types of school, processes of student engagement and, ultimately, differentiated middle-class identities.

DOI 10.1080/0142569022000038440
Citations Scopus - 19Web of Science - 9
2001 Agalianos A, Noss R, Whitty G, 'Logo in mainstream schools: the struggle over the soul of an educational innovation', BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION, 22 479-500 (2001)
Citations Web of Science - 10
2001 Whitty G, 'Education, social class and social exclusion', Journal of Education Policy, 16 287-295 (2001)

This paper begins by noting the centrality of the issue of working-class school failure within the sociology of education in Britain. It argues that recent government policies hav... [more]

This paper begins by noting the centrality of the issue of working-class school failure within the sociology of education in Britain. It argues that recent government policies have taken insufficient account of sociological work on the impact of social class on educational success and failure. It also suggests that sociologists should pay more attention to middle-class education. The importance of this is illustrated through reference to research on the trajectories of pupils receiving different forms of secondary education. The paper then argues that social inclusion policies need to address a variety of forms of middle-class self-exclusion from mainstream public provision as well as working-class social exclusion. It concludes that education policy needs to be located within a broader social policy framework.

Citations Scopus - 54Web of Science - 33
2000 Whitty G, Power S, 'Marketization and privatization in mass education systems', International Journal of Educational Development, 20 93-107 (2000)

Recent education reform in many countries has sought to dismantle centralized educational bureaucracies to create systems that emphasize parental choice and competition between sc... [more]

Recent education reform in many countries has sought to dismantle centralized educational bureaucracies to create systems that emphasize parental choice and competition between schools, thereby creating quasi-markets in educational services. In addition to this widespread marketization of public education systems, publicly financed and provided education services have been privatized. In this paper, marketization and privatization policies are compared, and initial research evidence on the impact of marketization and privatization in England, the USA, Australia and New Zealand is examined in the light of the claims about diversity of provision, efficiency, effectiveness and equity. Also considered in the significance of attempts currently underway in the UK and elsewhere to temper the emphasis on consumer rights within policies of marketization and privatization with a renewed concern for the citizen rights traditionally associated with social-democratic approaches to education policy. (C) 2000 Elsevier Science Ltd. All rights reserved.

DOI 10.1016/S0738-0593(99)00061-9
Citations Scopus - 61Web of Science - 45
1999 Douglas N, Warwick I, Aggleton P, Whitty G, 'An impact evaluation study of a community mobilisation and HIV prevention programme among gay men', Health Education Journal, 58 280-289 (1999)

Gay and bisexual men continue to be the group most affected by HIV and AIDS in the UK. In 1996, as part of an effort to address this situation, a consortium of London health autho... [more]

Gay and bisexual men continue to be the group most affected by HIV and AIDS in the UK. In 1996, as part of an effort to address this situation, a consortium of London health authorities commissioned a gay men's HIV prevention project based on principles of community mobilisation which the research literature suggests offers considerable scope for achieving effective HIV prevention. This impact evaluation study, analysing responses to a self-completion questionnaire administered to a community-based sample of 674 men in London, found highest reported levels of contact with the awareness-raising interventions in the project. Much lower levels of engagement with more participative and involving activities were identified. In relation to the reported outcomes of the project, awareness-raising was achieved to a greater extent than behavioural outcomes for prevention. Future gay men's HIV prevention based on community mobilisation should be oriented to focus more specifically on the achievement of these more complex outcomes.

1999 Power S, Whitty G, 'New Labour's education policy: First, second or third way?', Journal of Education Policy, 14 535-546 (1999)

On coming to power in 1997, the New Labour government promised to move beyond the 'ruthless free-for-all' of the neo-liberals. However, rather than revisiting the 'stifling statis... [more]

On coming to power in 1997, the New Labour government promised to move beyond the 'ruthless free-for-all' of the neo-liberals. However, rather than revisiting the 'stifling statism' of 'Old Labour', the government has claimed to be developing a so-called 'third way' in which policies are put forward on the basis of 'what works' rather than being driven by any one ideological approach. Through drawing on Giddens' outline of 'first', 'second' and 'third way' politics, this paper looks at a range of New Labour's education policies and examines the extent to which they can be seen to embody a distinctively different approach. It finds that, despite some remnants of old Labour 'first way' thinking, the government's strategies have largely been an extension of second way 'neoliberalism'. Education action zones are identified as the initiative which comes closest to representing a 'third way'. The paper concludes by discussing the potential of this initiative for addressing and overcoming the failures of first and second way policies.

Citations Scopus - 76Web of Science - 59
1999 Douglas N, Warwick I, Whitty G, Aggleton P, Kemp S, 'Homophobic bullying in secondary schools in England and Wales - teachers¿ experiences', Health Education, 99 53-60 (1999)
DOI 10.1108/09654289910256914
1999 Whitty GJ, 'Diversity, choice and markets in education: Benefits and costs', Hitotsubashi Journal of Social Studies, 31 53-68 (1999)
1999 Whitty GJ, Power S, 'Making sense of education reform: Global and national influences', International Journal of Contemporary Sociology, 36 144-162 (1999)
1999 Power S, Whitty GJ, Youdell D, 'Homelessness and education in England: Toward a social reaction model', Journal for a Just and Caring Education, 5 108-125 (1999)
1999 Power S, Whitty GJ, Edwards T, Wigfall V, 'Destined for success? Educational biographies of academically able pupils', Research Papers in Education, 14 321-339 (1999)
DOI 10.1080/0267152990140306
1998 Rivers K, Aggleton P, Whitty G, 'Professional preparation and development for health promotion: A review of literature', Health Education Journal, 57 254-262 (1998)

To enhance knowledge of the issues involved in the education and training of health professionals in health promotion, a focused but broad-based literature review took place. More... [more]

To enhance knowledge of the issues involved in the education and training of health professionals in health promotion, a focused but broad-based literature review took place. More than 70 studies of relevance were selected from the literature on human resource development and education, as well as professional preparation and development in health promotion. Studies reviewed covered current trends in initial professional education and training, continuing professional development, validation and accreditation, and evaluation. In none of these fields was there a significant literature based on systematic evaluation, but weaknesses in current practice were identified. A number of specific recommendations relating to the education and training of health professionals can be identified. These include: the importance of conceptual development and the capacity to reflect critically on practice; the value of efforts to bridge theory and practice through greater use of work-based systems of professional development; and the need to specify more clearly the health promotion role of health and education professionals so as to facilitate the development of appropriate methods of initial and continuing education and training.

Citations Scopus - 7
1998 Power S, Whitty G, Edwards T, Wigfall V, 'Schools, families and academically able students: contrasting modes of involvement in secondary education', BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION, 19 157-176 (1998)
DOI 10.1080/0142569980190201
Citations Web of Science - 8
1998 Whitty G, Aggleton P, Gamarnikow E, Tyrer P, 'Education and health inequalities Input Paper 10 to the Independent Inquiry into Inequalities in Health, January 1998', Journal of Education Policy, 13 641-652 (1998)

The available evidence suggests that there are important links between educational inequalities and concurrent and subsequent health inequalities. Much of the literature further i... [more]

The available evidence suggests that there are important links between educational inequalities and concurrent and subsequent health inequalities. Much of the literature further indicates that these inequalities are cumulative in their effect over the life course of individuals, families and communities. This evidence, drawn from UK and international studies, suggests that any attempt to tackle health inequalities through educational interventions needs to be conceived as part of a broader medium- to long-term project. It would also need to involve local communities, as well as collaboration between agenciesorder to build up the social capital that the research suggests contributes to positive educational and health outcomes. The paper includes some policy recommendations, which the research suggests could make a significant contribution towards the reduction of inequalities in health. These priorities for intervention, which should initially be targeted towards areas of greatest disadvantage, involve the continued development of high quality community-oriented pre-school provision to meet the particular needs of disadvantaged communities; the further development of health education in schools within a wider institutional structure of health promoting/healthier schools; and better co-ordination between health, education and other services, for example within the currently proposed Health and Education Action Zones.

Citations Scopus - 7
1998 Whitty G, Power S, Edwards T, 'The assisted places scheme: Its impact and its role in privatization and marketization', Journal of Education Policy, 13 237-250 (1998)

The Conservative government that was in power in Britain from 1979 to 19977 introduced a range of policies designed to restructure education provision. The Assisted Places Scheme ... [more]

The Conservative government that was in power in Britain from 1979 to 19977 introduced a range of policies designed to restructure education provision. The Assisted Places Scheme was one of its first major reforms, enabling academically able children with limited financial means to attend private schools. Although subsequent provisions have focused more on the marketization of the public sector, the scheme was identified by the Conservative Government as the first significant step towards more far-reaching restructuring. This paper draws upon interviews in private and maintained schools to explore the effects of the scheme. It discusses the scheme's articulation with the discourses of diversity, selection and choice, the relationship between pnvatizing and marketizing policies, and the nature of similar initiatives elsewhere. It concludes that, while there are differences between schemes that use public funds to subsidize private provision, those that seek to marketize public provision, and fully fledged voucher systems, they all tend to compound the promotion ot individual decision making within education at the expense of collective responsibility.

Citations Scopus - 8
1998 Whitty G, Edwards T, 'School Choice Policies in England and the United States: An exploration of their origins and significance', Comparative Education, 34 211-227 (1998)

This paper notes some similarities between school choice policies in England and the US and considers how far any convergences can be explained, on the one hand, by broader social... [more]

This paper notes some similarities between school choice policies in England and the US and considers how far any convergences can be explained, on the one hand, by broader social changes and) on the other, by evidence of policy exchange. In the first case, it discusses the usefulness of concepts such as post-Fordism and post-modernity and indicates their limitations. In the second case, it identifies relevant neoliberal policy networks within and between the two countries but finds more evidence of the use of overseas examples to legitimate policies at home than it does of direct policy borrowing. Reflecting upon both sets of explanations, it argues for a clearer conceptualisation of the relationship between accounts of the micro-politics of policy making and macro-level theories of change.

Citations Scopus - 39Web of Science - 25
1998 Power S, Whitty G, Edwards T, Wigfall V, 'Schoolboys and schoolwork: Gender identification and academic achievement', International Journal of Inclusive Education, 2 135-153 (1998)

This paper discusses the educational biographies of a group of young men who, at secondary school, had been part of a larger sample of pupils identified as 'academically able'. Th... [more]

This paper discusses the educational biographies of a group of young men who, at secondary school, had been part of a larger sample of pupils identified as 'academically able'. Through examining their personal accounts of schooling, we argue that processes of gender identification have significant implications for the ways in which academic ability is perceived, developed and displayed. In particular, the development of masculine identities may foster but also jeopardize academic achievement. For some boys, such jeopardy can be contained or overcome through drawing on cultural and material resources. For others, the development of a relationship to certain masculinities within particular institutional contexts can lead to impeded educational progress. We illustrate this through three case studies. Finally, in the light of the current emphasis placed on educational certification and the changing climate within the labour market, the paper asks whether, for such boys, disrupted school lives will have more far-reaching consequences for occupational destinations than might previously have been the case.

DOI 10.1080/1360311980020204
Citations Scopus - 25
1998 Halpin D, Gerwitz S, Power S, Whitty G, 'The ¿Third Way¿ starts off on a test drive', Parliamentary Brief, 5 21-22 (1998)
1997 Power S, Halpin D, Whitty G, 'Managing the state and the market: 'New' education management in five countries', BRITISH JOURNAL OF EDUCATIONAL STUDIES, 45 342-362 (1997)
DOI 10.1111/1467-8527.00057
Citations Scopus - 22Web of Science - 19
1997 Power S, Whitty G, 'Education reform in Great Britain: An interim review', EDUCATIONAL ADMINISTRATION QUARTERLY, 33 136-139 (1997)
DOI 10.1177/0013161X97033002002
1997 Whitty G, Power S, 'Quasi-markets and curriculum control: Making sense of recent education reform in England and Wales', EDUCATIONAL ADMINISTRATION QUARTERLY, 33 219-240 (1997)
DOI 10.1177/0013161X97033002008
Citations Web of Science - 5
1997 Whitty G, 'Social theory and education policy: The legacy of Karl Mannheim', BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION, 18 149-163 (1997)
DOI 10.1080/0142569970180201
Citations Scopus - 12Web of Science - 7
1997 Gordon L, Whitty G, 'Giving the 'Hidden Hand' a helping hand? The rhetoric and reality of neoliberal education reform in England and New Zealand', COMPARATIVE EDUCATION, 33 453-467 (1997)
Citations Scopus - 29Web of Science - 15
1997 Edwards T, Whitty G, 'Specialisation and selection in secondary education', OXFORD REVIEW OF EDUCATION, 23 5-15 (1997)
DOI 10.1080/0305498970230102
Citations Scopus - 20Web of Science - 15
1997 Whitty G, 'Education policy and the sociology of education', International Studies in Sociology of Education, 7 121-135 (1997)
DOI 10.1080/09620219970200013
1996 Power S, Whitty G, 'Teaching new subjects? The hidden curriculum of marketised education systems', Melbourne Studies in Education, 37 1-21 (1996)
DOI 10.1080/17508489609556281
1996 Whitty G, 'The crisis in teacher education: A European concern? - Adams,A, Tulasiewicz,W', TEACHERS COLLEGE RECORD, 97 486-488 (1996)
1996 Furlong J, Whitty G, Whiting C, Miles S, Barton L, Barrett E, 'Re-defining partnership: Revolution or reform in initial teacher education?', JOURNAL OF EDUCATION FOR TEACHING, 22 39-55 (1996)
DOI 10.1080/02607479650038418
Citations Scopus - 40Web of Science - 16
1994 Whitty G, Rowe G, Aggleton P, 'Subjects and themes in the secondary-school curriculum', Research Papers in Education, 9 159-181 (1994)

Although the 1988 Education Reform Act legislated for a National Curriculum for England and Wales defined in subject terms, the National Curriculum Council suggested that schools ... [more]

Although the 1988 Education Reform Act legislated for a National Curriculum for England and Wales defined in subject terms, the National Curriculum Council suggested that schools should also concern themselves with a number of cross-curricular elements. It offered non-statutory guidance on the implementation of five cross-curricular themes - economic and industrial understanding, careers education and guidance, health education, citizenship (community understanding in Wales) and environmental education. In Northern Ireland, six similar educational themes were specified in the 1989 Education Reform Order. This paper reports on a study of the implementation of these cross-curricular themes in secondary schools in England and Wales and in post-primary schools in Northern Ireland. It draws upon a postal survey of these schools and intensive fieldwork in a subsample of ten schools. It identifies differences in the ways in which the various themes have been implemented and suggests that those themes that did not have a significant presence in schools prior to the introduction of the National Curriculum have generally lacked status and resources. Using concepts drawn from the sociology of Basil Bernstein, the paper explores some of the tensions between the cross-curricular themes and a subject-based secondary-school culture reinforced by the National Curriculum. It points to particular difficulties in meeting the requirements of Section One of the Education Reform Act through a permeation approach to the teaching of the themes, but also recognizes the disadvantages associated with alternative provision via personal and social education. Both the survey data and the fieldwork revealed that the majority of schools made little systematic attempt to evaluate or assess cross-curricular work separately from procedures employed in relation to individual subjects. A lack of clear assessment criteria for work associated with the themes is identified as a major problem and the authors conclude that cross-curricular work now needs to be given a higher priority in rethinking the National Curriculum and its associated modes of assessment. © 1994 Taylor & Francis Group, LLC.

DOI 10.1080/0267152940090203
Citations Scopus - 35
1994 Furlong J, Whitty G, Barrett E, Barton L, Miles S, 'Integration and partnership in initial teacher education - dilemmas and possibilities', Research Papers in Education, 9 281-301 (1994)

This paper draws on case-study data from the Modes of Teacher Education (MOTE) project to document the changing relationship between higher education institutions (HEIs) and schoo... [more]

This paper draws on case-study data from the Modes of Teacher Education (MOTE) project to document the changing relationship between higher education institutions (HEIs) and schools in the provision of initial teacher education (ITE). The research took place in 1992, prior to the Government¿s insistence (DFE, 1992; 1993a) on the development of ¿partnerships¿ between schools and HEIs for the provision of ITE. It is argued that at the time of the research, most HEIs were concerned to establish a close relationship with schools. However, prior to 1992, HEIs retained considerable autonomy in how ¿integration¿ was achieved. The paper explores the variety of different means by which courses achieved integration at that time and identifies a number of ideal typical models. The final section of the paper looks at some of the pragmatic and principled reasons why, by 1992, so many courses had chosen not to adopt a more equal ¿partnership¿ model. It is concluded that many HEIs will face considerable practical and educational challenges in responding to the Government¿s latest initiatives in this area. © 1994 Taylor & Francis Group, LLC.

DOI 10.1080/0267152940090302
Citations Scopus - 7
1994 Whitty G, Rowe G, Aggleton P, 'Discourse in Cross-curricular Contexts: Limits to empowerment', International Studies in Sociology of Education, 4 25-42 (1994)

Curriculum for England and Wales defined in subject terms, the National Curriculum Council suggested that schools should also concern themselves with five cross-curricular themes ... [more]

Curriculum for England and Wales defined in subject terms, the National Curriculum Council suggested that schools should also concern themselves with five cross-curricular themes related to the opportunities, responsibilities and experiences of adult life. This paper reports on a study of the implementation of these cross-curricular themes in secondary schools. It draws upon a postal survey of 1 in 4 of these schools and intensive fieldwork in a subsample of eight schools. Using concepts drawn from the sociology of Basil Bernstein, the paper explores some of the tensions between the cross-curricular themes and the subject-based culture of English secondary education. It points to particular difficulties in developing an empowering form of social education through a permeation approach to the teaching of the themes, but also explores the alternative disadvantages associated with provision via a separate programme of personal and social education. Although the 1988 Education Reform Act legislated for a National. © 1994, Taylor & Francis Group, LLC. All rights reserved.

DOI 10.1080/0962021940040102
Citations Scopus - 31
1994 BARTON L, BARRETT E, WHITTY G, MILES S, FURLONG J, 'Teacher education and teacher professionalism in England: Some emerging issues', British Journal of Sociology of Education, 15 529-543 (1994)
DOI 10.1080/0142569940150406
Citations Web of Science - 11
1994 Magee C, Warwick I, Whitty G, 'Positive feedback.', The Health service journal, 104 21 (1994)
1993 Miles S, Barrett E, Barton L, Furlong J, Galvin C, Whitty G, 'Initial teacher education in England and Wales a topography', Research Papers in Education, 8 275-304 (1993)

This paper is based upon a survey of initial teacher education courses conducted in 1990-91 as part of the Modes of Teacher Education (MOTE) research project, funded by the ESRC (... [more]

This paper is based upon a survey of initial teacher education courses conducted in 1990-91 as part of the Modes of Teacher Education (MOTE) research project, funded by the ESRC (Grant ¿ R000232810). It presents data on the nature of 270 (85 per cent) of the courses in operation in that year, focusing on course philosophy and pedagogy, course structure, the nature of partnership between higher education and schools, and modes of student assessment. The survey found that 81 per cent of courses were based upon an agreed model of the teacher, although this was less likely to be the case in universities than in polytechnics or colleges. Of those courses with an agreed model of the teacher, three-quarters adopted the model of the ¿reflective practitioner¿. Three quarters of courses also adopted a whole course policy on teaching and learning. Despite the frequent criticism of initial teacher training (ITT) courses being dominated by ¿theory¿ unrelated to school practice, students were found to be spending considerable amounts of time in school. Sixty-five per cent of 1-year PGCE courses exceeded the government requirement of 75 days in school by more than 5 days, while 28 per cent of courses exceeded it by more than 15 days. However, the paper suggests that the number of days students spend in school is not necessarily a good indication of the extent of teacher involvement in their training. Some courses with above-average numbers of days in school did not show high levels of teacher involvement. Although teachers were already taking joint responsibility for many aspects of training, there were very few courses on which teachers had a major responsibility in the planning and assessment of all elements of professional preparation. Only a quarter of courses made payments to schools or teachers involved in training and only half the courses were offering in-service training to teachers supervising students. As well as using conventional methods of assessing students, just over half of all ITT courses used a student profiling system in 1990-91 and over three-quarters of these included teacher competences in their profiles. University-based courses made less use of profiles and competences than those in the other institutional sectors. In conclusion, the paper suggests that many of the issues raised in the policy debate about the future of initial teacher education were already being addressed by teacher educators before the government¿s reform proposals were announced. © 1993 Taylor & Francis Group, LLC.

DOI 10.1080/0267152930080302
Citations Scopus - 9
1993 WHITTY G, 'Education reform and teacher education in England in the 1990s', Journal of Education for Teaching, 19 263-275 (1993)
DOI 10.1080/0260747930190422
Citations Web of Science - 2
1992 Edwards T, Gewirtz S, Whitty G, 'Researching a policy in progress: The city technology colleges initiative', Research Papers in Education, 7 79-104 (1992)

In October 1986, the British government announced a plan to establish 20 City Technology Colleges (CTCs). These were to offer a ¿ew choice of school¿ providing a broadly based s... [more]

In October 1986, the British government announced a plan to establish 20 City Technology Colleges (CTCs). These were to offer a ¿ew choice of school¿ providing a broadly based secondary education ¿with a strong technological element¿ for 11-18 year olds in urban areas. They were to be independent of LEAs and receive their recurrent funding from central government, while ¿all or a substantial part¿ of their capital costs would be met by private sponsors. It was anticipated that they would act as ¿beacons of excellence¿ and influence other inner city schools. This paper reports on an ESRC-funded study of this initiative (ESRC research grant no. C00232462). After a brief comment on the origins of the research project, the paper outlines the research questions posed, the research methods employed and some provisional findings. The original conception of CTCs is shown to reflect both the immediate interests of a particular government minister and some longstanding policy concerns. The direct influence of American and German models is found to be limited. The paper shows how lack of detailed preparation of the initiative led to significant changes in its character, as a result both of obstacles to its implementation and the opportunities it offered for reinterpretation at local level. Innovative practice, some of it reminiscent of ¿progressivism¿, is shown to be present within CTCs but limited in scope. Much of it is not unique and the generalizability of other elements beyond the peculiar circumstances of CTCs has yet to be demonstrated. Some CTCs are nevertheless now emphasizing their research and development function for the education system as a whole. Details of the academic and social composition of the early intakes to CTCs are presented and do not support the contention of critics that CTCs are technological grammar schools. The direct impact of CTCs on other provision has so far been limited, though it has proved difficult to disentangle ¿CTC effects¿ from the many other changes taking place during the period of the research. The authors conclude that, although the CTC initiative was ill-conceived and poorly implemented at national government level, the evidence about educational practice within individual CTCs is more mixed and throws up some interesting ironies. © 1992 Taylor & Francis Group, LLC.

DOI 10.1080/0267152920070105
Citations Scopus - 4
1992 WHITTY G, 'QUALITY-CONTROL IN TEACHER-EDUCATION', BRITISH JOURNAL OF EDUCATIONAL STUDIES, 40 38-50 (1992)
Citations Scopus - 2
1992 EDWARDS T, WHITTY G, 'PARENTAL CHOICE AND EDUCATIONAL-REFORM IN BRITAIN AND THE UNITED-STATES', BRITISH JOURNAL OF EDUCATIONAL STUDIES, 40 101-117 (1992)
DOI 10.2307/3121393
Citations Scopus - 25Web of Science - 14
1992 GEWIRTZ S, WHITTY G, EDWARDS T, 'CITY TECHNOLOGY COLLEGES - SCHOOLING FOR THE THATCHER GENERATION', BRITISH JOURNAL OF EDUCATIONAL STUDIES, 40 207-217 (1992)
1992 BARTON L, POLLARD A, WHITTY G, 'EXPERIENCING CATE - THE IMPACT OF ACCREDITATION UPON INITIAL TRAINING INSTITUTIONS IN ENGLAND', JOURNAL OF EDUCATION FOR TEACHING, 18 41-57 (1992)
DOI 10.1080/0260747920180105
Citations Scopus - 7Web of Science - 5
1992 Whitty G, Barrett E, Barton L, Furlong J, Galvin C, Miles S, 'Initial Teacher Education in England and Wales: a survey of current practices and concerns', Cambridge Journal of Education, 22 293-306 (1992)
DOI 10.1080/0305764920220303
1992 Barrett E, Barton L, Furlong J, Galvin C, Miles S, Whitty G, 'New Routes to Qualified Teacher Status', Cambridge Journal of Education, 22 323-335 (1992)
DOI 10.1080/0305764920220305
1991 Whitty G, Willmott E, 'Competence-based Teacher Education: Approaches and issues', Cambridge Journal of Education, 21 309-318 (1991)
DOI 10.1080/0305764910210305
Citations Scopus - 43
1990 WHITTY G, 'LEARNING TO TEACH - HILLGATE-GRP', SOCIOLOGY-THE JOURNAL OF THE BRITISH SOCIOLOGICAL ASSOCIATION, 24 534-535 (1990)
DOI 10.1177/0038038590024003015
1990 Whitty G, 'Creeping privatization and its implications for schooling in the inner city', The Urban Review, 22 101-114 (1990)

During the 1980s, the Conservative government introduced a number of measures to enhance choice and diversity in education. It claimed that these would be particularly beneficial ... [more]

During the 1980s, the Conservative government introduced a number of measures to enhance choice and diversity in education. It claimed that these would be particularly beneficial in Labour-controlled inner-city areas, where too many children were currently receiving an inadequate education in poor neighborhood comprehensive schools. Three of the government's initiatives-the assisted places scheme, city technology colleges, and grant-maintained schools-are reviewed in this paper in the light of the evidence so far available and the claims of critics that they are a subtle form of privatization. Despite any benefits they may offer to individual children or schools, they are not seen to constitute an adequate response to the problems facing education in the inner city. © 1990 Human Sciences Press, Inc.

DOI 10.1007/BF01108246
Citations Scopus - 2
1989 FITZ J, EDWARDS T, WHITTY G, 'THE ASSISTED PLACES SCHEME - AN AMBIGUOUS CASE OF PRIVATIZATION', BRITISH JOURNAL OF EDUCATIONAL STUDIES, 37 222-234 (1989)
DOI 10.2307/3121279
Citations Scopus - 9Web of Science - 3
1989 WHITTY G, 'DIFFERENT BY DESIGN - THE CONTEXT AND CHARACTER OF 3 MAGNET SCHOOLS - METZ,MH', JOURNAL OF CURRICULUM STUDIES, 21 281-284 (1989)
1989 WHITTY G, MENTER I, 'LESSONS OF THATCHERISM - EDUCATION POLICY IN ENGLAND AND WALES 1979-88', JOURNAL OF LAW AND SOCIETY, 16 42-69 (1989)
Citations Web of Science - 5
1989 Whitty G, 'The New Right and the national curriculum: State control or market forces?', Journal of Education Policy, 4 329-341 (1989)

This paper takes as its starting point an apparent tension within the Education Reform Act between its imposition of a national curriculum and its stress elsewhere on parental cho... [more]

This paper takes as its starting point an apparent tension within the Education Reform Act between its imposition of a national curriculum and its stress elsewhere on parental choice and market forces in determining the shape of the school system. The paper then explores differences within the New Right over the issue of the school curriculum, but also points to ways in which neo-liberal and neo-conservative positions may ultimately be reconcilable. However, it also suggests that neither position may prove entirely attractive to the government's industrial sponsors who wish the curriculum to be more responsive to the needs of industry. The paper then draws on the findings of a recent research project on school choice to consider some possible consequences of allowing market forces to determine the nature of the curriculum. In conclusion, it stresses the importance of seeing the national curriculum within its broader structural context and notes that there are important lessons to be drawn from the approaches taken by both the tendencies identified within New Right thinking about the curriculum. © 1989 Taylor & Francis Group, LLC.

DOI 10.1080/0268093890040402
Citations Scopus - 52
1987 WHITTY G, 'CURRICULUM RESEARCH AND CURRICULAR POLITICS', BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION, 8 109-117 (1987)
DOI 10.1080/0142569870080201
Citations Scopus - 6Web of Science - 5
1986 Whitty G, 'Recent American and Australian Approaches to the Sociology and Politics of Education*', Educational Theory, 36 81-85 (1986)
DOI 10.1111/j.1741-5446.1986.00081.x
1986 Whitty G, 'Radical Theory and Practice in Urban Education', The Review of Education, 12 172-176 (1986)
DOI 10.1080/0098559860120303
1986 Fitz J, Edwards T, Whitty G, 'Beneficiaries, benefits and costs: An investigation of the assisted places scheme', Research Papers in Education, 1 169-193 (1986)

Introduced in 1981, the Assisted Places Scheme provides central government money to enable selected independent schools to waive or reduce fees for financially eligible and academ... [more]

Introduced in 1981, the Assisted Places Scheme provides central government money to enable selected independent schools to waive or reduce fees for financially eligible and academically able students. This paper is a preliminary report on a four-year ESRC-funded project which studied the origins, implementation and initial effects of the Scheme in relation to the claims made by its advocates and critics. The paper outlines how the Scheme was initiated and implemented, analyses statistics on national patterns of take-up, and reports on detailed studies of the Scheme¿s operation in three local areas. It considers whether the intended target groups are receiving assistance, the influence of the Scheme on parental choice of secondary schooling, and the extent to which prognostications about the harm the Scheme would do to state schools have been justified. The authors argue that the Scheme¿s creation in 1979-81 was as much the outcome of sustained lobbying by a group within the independent sector and by a key political ally as it was a logical derivation from the central ideological commitments of a new Conservative government. It was broadly conceived as a ¿scholarship ladder¿ that would benefit bright children from poor homes whom it was felt would be inadequately stretched in neighbourhood comprehensive schools, and it has therefore revived long-standing arguments about the merits of comprehensive and academically selective schooling systems. Although the overall rate of take-up of assisted places has been high, and about 40 per cent of places have been awarded to families on incomes low enough to warrant full remission of fees, the study shows that, in some respects, the Scheme has not been as successful as these figures suggest. Some schools have experienced difficulty in recruiting their allocated number of place holders, especially boarding schools and a significant number of girls¿ day schools, while there have been more general difficulties at sixth-form level. Moreover, although the Scheme has brought into the independent sector some pupils who otherwise would not be there, it has not attracted large numbers of pupils from inner-city areas or from manual working-class backgrounds. Nevertheless, it is clear that advocates of the Scheme have had some success in convincing parents of a close link between independent schooling and academic excellence. The paper concludes with a discussion of some of the potential consequences of the Scheme for the educational system as a whole and considers its relationship to more radical proposals for the extension of parental choice. © 1986 Taylor & Francis Group, LLC.

DOI 10.1080/0267152860010302
Citations Scopus - 10
1985 WHITTY G, 'THEORY AND RESISTANCE IN EDUCATION - A PEDAGOGY FOR THE OPPOSITION - GIROUX,HA', HARVARD EDUCATIONAL REVIEW, 55 233-235 (1985)
1985 AGGLETON PJ, WHITTY G, 'REBELS WITHOUT A CAUSE - SOCIALIZATION AND SUBCULTURAL STYLE AMONG THE CHILDREN OF THE NEW MIDDLE CLASSES', SOCIOLOGY OF EDUCATION, 58 60-72 (1985)
DOI 10.2307/2112541
Citations Web of Science - 23
1985 EDWARDS T, FITZ J, WHITTY G, 'PRIVATE SCHOOLS AND PUBLIC FUNDING - A COMPARISON OF RECENT POLICIES IN ENGLAND AND AUSTRALIA', COMPARATIVE EDUCATION, 21 29-45 (1985)
DOI 10.1080/0305006850210104
Citations Web of Science - 6
1982 Arnot M, Whitty GJ, 'From reproduction to transformation: Recent radical perspectives on the curriculum from the USA', British Journal of Sociology of Education, 3 93-103 (1982)
Citations Scopus - 14
1982 Arnot M, Whitty GJ, 'School texts, the hidden curriculum and the curriculum-in-use', Discourse, 3 1-21 (1982)
1981 WHITTY G, 'SOCIETY, SOCIAL-JUSTICE, AND SOCIAL POLITICAL-EDUCATION', TEACHING POLITICAL SCIENCE, 8 261-280 (1981)
1981 Whitty G, 'A Context For Critical Education? Some Reflections On Social And Political Education In England', Discourse: Studies in the Cultural Politics of Education, 2 53-62 (1981)
DOI 10.1080/0159630810020105
Show 78 more journal articles

Conference (2 outputs)

Year Citation Altmetrics Link
2001 Whitty G, Power S, 'Devolution and choice in education - The research evidence to date', ZEITSCHRIFT FUR PADAGOGIK (2001)
1989 BOWE R, WHITTY G, 'THE REOPENING OF THE GCSE SETTLEMENT - RECENT DEVELOPMENTS IN THE POLITICS OF SCHOOL EXAMINATIONS', BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION (1989)
DOI 10.1080/0142569890100402
Citations Scopus - 6Web of Science - 3

Report (1 outputs)

Year Citation Altmetrics Link
2014 Whitty GJ, Anders J, '(How) did New Labour narrow the achievement and participation gap?', Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES), 52 (2014) [R1]
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Grants and Funding

Summary

Number of grants 3
Total funding $233,262

Click on a grant title below to expand the full details for that specific grant.


20161 grants / $10,000

A comparative evaluation of the efficacy of the equity strategies employed by Australian Universities$10,000

Funding body: Department of Education and Training

Funding body Department of Education and Training
Project Team Professor Geoff Whitty, Doctor Anna Bennett, Professor Denise Wood, Chris Veraa, Lindy Smith, Marcia Devlin, Karen Nelson, Andrew Harvey, Angela Hill, Megan McBaron
Scheme Higher Education Participation and Partnerships Programme (HEPPP)
Role Lead
Funding Start 2016
Funding Finish 2016
GNo G1600736
Type Of Funding Not Known
Category UNKN
UON Y

20151 grants / $205,262

Critical Interventions Framework Part 2$205,262

Funding body: Department of Education

Funding body Department of Education
Project Team Doctor Anna Bennett, Ms Belinda Munn, Professor Geoff Whitty, Professor Jennifer Gore, Professor Max Smith
Scheme Higher Education Participation and Partnerships Programme
Role Investigator
Funding Start 2015
Funding Finish 2015
GNo G1501186
Type Of Funding Other Public Sector - Commonwealth
Category 2OPC
UON Y

20141 grants / $18,000

Educational Studies - the university project in different jurisdictions $18,000

The field of educational studies in England has often been driven by political agendas around initial teacher training. This is particularly the case at the present time and it has led both governments and universities to review whether it is appropriate for teacher training to be undertaken in the academy. This raises the possibility of educational studies being separated from teacher training much more widely than is the case in England at present. While this has generally been regarded as a threat to educational studies in the academy, it can also be seen as providing new opportunities to redefine and revitalise the discipline. This project seeks to examine how educational studies are constituted in other jurisdictions with a view to placing a wider range of possibilities on to the agenda for English universities.

Funding body: British Academy

Funding body British Academy
Project Team

John Furlong

Scheme BA/Leverhulme Small Grants Scheme
Role Investigator
Funding Start 2014
Funding Finish 2015
GNo
Type Of Funding International - Competitive
Category 3IFA
UON N
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Research Supervision

Number of supervisions

Completed0
Current3

Total current UON EFTSL

Masters0.1
PhD0.6

Current Supervision

Commenced Level of Study Research Title / Program / Supervisor Type
2016 PhD 'Reflection, Recognition and Respect': Exploring the Strengths-based Approach to Equity and Excellece in Higher Education.
PhD (Sociology & Anthropology), Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2015 PhD Aspiration: Cultural Capacity or Cognitive Skill Set?
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2013 Masters Aspiration: Cultural Capacity or Cognitive Skill Set?
, Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
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Research Collaborations

The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.

Country Count of Publications
United Kingdom 63
United States 5
Australia 4
New Zealand 3
Belgium 1
More...
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Professor Geoff Whitty

Position

Global Innovation Chair for Equity in Higher Education & Co-Director CEEHE
Centre of Excellence for Equity in Higher Ed.
Academic Division

Contact Details

Email geoff.whitty@newcastle.edu.au
Phone (02) 4921 5998

Office

Room HA.73
Building Hunter Building
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