Founding Global Innovation Chair of Equity and Co-Director of CEEHE, the late Professor Geoff Whitty

Professor Geoff Whitty was instrumental in the establishment and development of the Centre of Excellence for Equity in Higher Education (CEEHE). In his role as Global Innovation Chair for Equity in Higher Education, Co-Director and Honorary Professor of CEEHE, Professor Whitty brought with him a wealth of experience in scholarship, educational leadership and policy development.

As colleagues have reflected, Professor Whitty's career was defined by his profound concern for equity and social justice in education—a concern that fuelled the incredible service to education he made through his research, on-the-ground work with educators and students, and role in educational reform at an international level. His scholarly work has had a lasting contribution and remains relevant today, continuing to inform policy makers and influencers to translate ideals of 'equality of opportunity' and 'social justice' into reality.

Professor Whitty was admitted to the degree of Doctor of Education (honoris causa) at the University of Newcastle. The honorary degree recognised his profound contribution to improving access to education for communities across the globe.

Professor Whitty's approach to research was collaborative and internationally focussed, reflected in his commitments at UON and to many international networks of educators, researchers, policy makers and institutions. In a recent publication on Equity Issues in Teaching and Teacher Education, written for the Global Learning Equity Network, Professors Whitty and Burke (CEEHE Director) spoke of the role that the CEEHE aims to play in 'bringing together different pedagogical and research communities'—in order to 'disrupt persistent patterns of inequality across social differences' (2018: 282). Professor Whitty's personal commitment to this goal is evidenced by the considerable impact he made internationally, across disciplines, policy sectors, and institutions.

The strategic vision, insight and global networks that Professor Whitty brought to CEEHE have been integral in establishing CEEHE as a centre that brings together research, theory and practice in order to leverage higher education for social justice. In doing so Professor Whitty helped to establish CEEHE as a national and global leader in the field.

Professor Whitty’s generous mentorship and gentle encouragement of colleagues across UON helped to secure significant federal and philanthropic funding for equity research and practice at UON. He will be remembered for his generosity of spirit, great intellect, rich scholarship, inspirational leadership, commitment to social justice and wonderful friendship. His legacy will continue in our work.

Lists of Professor Whitty's publications are available below.


Whitty, G. J., Anders, J., Hayton, A., Tang, S., & Wisby, E. (2016). Research and Policy in Education: Evidence, Ideology and Impact. London: IOE Press.

Power, S., Edwards, T., Wigfall, V., & Whitty, G. (2003). Education and the Middle Class. Buckingham, UK: Open University Press.
Whitty, G. J. (2002). Making Sense of Education Policy: Studies in the Sociology and Politics of Education. Thousand Oaks, CA: Sage

Whitty, G. J., & Furlong, J. (2000). Teacher Education in Transition: Re-forming Professionalism?. Buckingham, UK: Open University Press

Whitty, G. J., Power, S., & Halpin, D. (1998). Devolution and Choice in Education : the School, the State and the Market. Buckingham, UK: Open University Press.

Whitty, G. (1997). Creating quasi-markets in education: A review of recent research on parental choice and school autonomy in three countries (Vol. 22).

Whitty, G., Edwards, A. D., & Gewirtz, S. (1993). Specialisation and Choice in Urban Education. London: Taylor & Francis.

Whitty, G. J., & Edwards, T. (1989). The State and Private Education : an Evaluation of the Assisted Places Scheme. T. Edwards, G.

Whitty, & J. Fitz (Eds.), London: Falmer Press.

Whitty, G. J. (1985). Sociology and School Knowledge : Curriculum Theory, Research, and Politics. London: Methuen.

Whitty, G. J. (1977). Society, State and Schooling : Readings on the Possibilities for Radical Education. G. Whitty, & M. Young (Eds.), Lewes, UK: Falmer Press.

Whitty, G., & Gleeson, D. (1976). Sociology: The Choice at A Level. G. Whitty, & D. Gleeson (Eds.), Driffield, UK: Nafferton Books.

Whitty, G. J. (1976). Explorations in the Politics of School Knowledge. G. Whitty, & M. Young (Eds.), Driffield, UK: Studies in Education.

Whitty, G. J., & Gleeson, D. (1976). Developments in Social Studies Teaching. London: Open Books.


Whitty, G. J. (2018). Taking subject knowledge out and putting it back in again? A journey in the company of Michael Young. In D. Guile, D. Lambert, & M. J. Reiss (Eds.), Sociology, Curriculum Studies and Professional Knowledge: New Perspectives on the Work of Michael Young (pp. 17-30). Abingdon: Routledge.

Yan, F., & Whitty, G. J. (2017). Politics and policy changes in minority education in China: The case of XinYang. In R. Race (Ed.), Advancing Multicultural Dialogues in Education (pp. 313-333). London: Palgrave Macmillan.

Whitty, G. J. (2017). The marketization of teacher education: Threat or opportunity?. In M. A. Peters, B. Cowie, & I. Menter (Eds.), A Companion to Research in Teacher Education (pp. 373-383). Singapore: Springer. doi:10.1007/978-981-10-4075-7

Whitty, G. J., & Anders, J. (2017). 'Closing the Achievement Gap’ in English Cities and Towns in the Twenty-First Century. In W. T. Pink, & G. W. Noblit (Eds.), Second International Handbook of Urban Education (pp. 1079-1101). Dordrecht: Springer. doi:10.1007/978-3-319-40317-5_58

Yan, F., & Whitty, G. (2016). Towards inter-cultural education in Xinjiang, North-west China?. In L. Bash, & D. Coulby (Eds.), Establishing a Culture of Intercultural Education (pp. 121-153). Newcastle upon Tyne, UK: Cambridge Scholars.

Whitty, G. J. (2016). My life with the sociology of education. In A. R. Sadovnik, & R. W. Coughlan (Eds.), Leaders in the Sociology of Education: Intellectual Self-Portraits (Vol. 9, pp. 287-300). Rotterdam: Sense.

Whitty, G. J., & Power, S. (2015). Selective, Comprehensive and Diversified Secondary Schooling in England: a Brief History. In A. De Waal (Ed.), The Ins and Outs of Selective Secondary Schools: a Debate (pp. 9-28). London: Civitas.

Whitty, G. J., & Anders, J. (2014). Narrowing the Achievement Gap: Policy and Practice in England, 1997–2010. In J. V. Clark (Ed.), Closing the Achievement Gap from an International Perspective (pp. 163-191). Amsterdam: Springer. doi:10.1007/978-94-007-4357-1_8

Whitty, G. J., & Mullan, J. (2013). Postgraduate education: Overlooked and forgotten?. In C. Callender, & P. Scott (Eds.), Browne and Beyond: Modernizing English Higher Education (pp. 173-194). London: IOE Press.

Whitty, G. (2013). Preface. In Unknown Book (Vol. 9780203112878, pp. vii-xi). Taylor and Francis. doi:10.4324/9780203112878

Whitty, G. (2013). Preface. In Unknown Book (pp. vii-xi). doi:10.4324/9780203112878

Whitty, G. (2013). Foreword. In Unknown Book (pp. xiii-xiv). doi:10.4324/9780203761090

Whitty, G. J. (2012). Policy Tourism and Policy Borrowing in Education: A Trans-Atlantic Case Study. In G. Steiner-Khamsi, & F.

Waldow (Eds.), World Yearbook of Education 2012: Policy Borrowing and Lending in Education (pp. 354-370). London: Routledge.

Whitty, G. J. (2011). Securing the future of postgraduate education. In L. Coiffait (Ed.), Blue Skies: New thinking about the future of higher education (pp. 99-102). London: Pearson.

Whitty, G. J., & Wisby, E. (2011). Pupil Empowerment in Schools: Limits and Possibilities. In K. N. Panikkar, & M. Bhaskaran Nair (Eds.), Emerging Trends in Higher Education in India: Concepts and Practices (pp. 93-103). New Delhi: Pearson.

Whitty, G. J. (2010). Marketization and Post-marketization in Contemporary Education Policy. In J. Kauko, R. Rinne, & H. Kynkäänniemi (Eds.), Restructuring the Truth of Schooling: Essays on Discursive Practices in the Sociology and Politics of Education (pp. 287 pages). Jyvaskyla: Finnish Educational Research Association.

Whitty, G. J., & Wisby, E. (2009). Quality and impact in educational research: Some lessons from England under New Labour. In T.

Besley (Ed.), Assessing the Quality of Educational Research in Higher Education (pp. 137-156). Rotterdam: Sense Publishers.

Apple, M. W., Torres, C. A., & Whitty, G. (2008). Curriculum Planning: Content, form, and the Politics of Accountability. In The SAGE Handbook of Curriculum and Instruction (pp. 25-44). doi:10.4135/9781412976572.n2

Whitty, G. J. (2008). Changing modes of teacher professionalism. In B. Cunningham (Ed.), Exploring Professionalism (pp. 28-49). London: Inst of Education.

Whitty, G. (2007). Education(al) research and education policy-making: Is conflict inevitable?. In Educational Research and Policy-Making: Exploring the Border Country Between Research and Policy (pp. 1-18). doi:10.4324/9780203939796

Whitty, G. J. (2004). Karl Mannheim (1893-1947). In C. Matthew, & B. Harrison (Eds.), Oxford Dictionary of National Biography (pp. 480 pages). Oxford, UK: Oxford University Press.

Whitty, G. J. (2002). Quasi-Markets in Education. In D. Levinson, P. W. Cookson, & A. R. Sadovnik (Eds.), Education and Sociology: An Encyclopedia (pp. 473-484). New York: RoutledgeFalmer.

Whitty, G. J. (2001). Vultures and Third Ways: Recovering Mannheim's Legacy for Today. In J. Demaine (Ed.), Sociology of Education Today (pp. 206-222). Basingstoke, UK: Palgrave Macmillan.

Whitty, G. J. (2000). Sociology of Education and Urban Education Policy. In K. A. McClafferty, C. A. Torres, & T. R. Mitchell (Eds.), Challenges of Urban Education: Sociological Perspectives for the Next Century (pp. 79-96). Albany, NY: SUNY Press.

Whitty, G. J., Furlong, J., Barton, L., Miles, S., & Whiting, C. (2000). Training in Turmoil: Researching Initial Teacher Education in England in the 1990s. In A. Scott, & D. J. Freeman-Moir (Eds.), Tomorrow's Teachers: International and Critical Perspectives on Teacher Education (pp. 11-42). Christchurch, New Zealand: Canterbury University Press.

Whitty, G. J., Gewirtz, S., & Edwards, T. (2000). New Schools for New Times? Notes towards a Sociology of Recent Education Reform. In T. S. Popkewitz (Ed.), Educational Knowledge: Changing Relationships Between the State, Civil Society, and the Educational Community (pp. 111-129). Albany, NY: SUNY Press.

Apple, M., & Whitty, G. J. (1999). Structuring the postmodern in education policy. In D. Hill, P. McLaren, M. Cole, & G. Rikowski (Eds.), Postmodernism in educational theory (pp. 67-87). London: Tufnell Press.

Mortimore, P., & Whitty, G. J. (1999). School improvement: A remedy for social exclusion?. In A. Hayton (Ed.), Tackling disaffection and social exclusion: Education perspectives and policies (pp. 80-94). London: Kogan Page.

Whitty, G. J. (1999). New Right  and New Labour: Continuity and change in education policy. In H. Kastendiek, R. Stinshoff, & R.

Sturm (Eds.), The return of Labour: A turning point in British politics? (pp. 191-206). London: Philo.

Edwards, T., Whitty, G. J., & Power, S. (1999). Moving back from comprehensive secondary education?. In J. Demaine (Ed.), Education policy and contemporary politics (pp. 30-43). Basingstoke, UK: Macmillan.

Power, S., & Whitty, G. J. (1999). Market forces and school culture. In J. Prosser (Ed.), School culture (pp. 15-30). London: Paul Chapman.

Whitty, G. J., Power, S., Gamarnikow, E., Aggleton, P., Tyrer, P., & Youdell, D. (1999). Health, housing and education: Tackling multiple disadvantage. In A. Hayton (Ed.), Tackling disaffection and social exclusion: Education perspectives and policies (pp. 67-79). London: Kogan Page.

Whitty, G. J., Aggleton, P., Garmarnikow, E., & Tyrer, P. (1999). Education and health inequalities. In D. Gordon, D. Dorling, & G. Davey Smith (Eds.), Inequalities in health: The evidence (pp. 138-147). Bristol, UK: Policy Press.

Power, S., Whitty, G., & Youdell, D. (1999). Doubly Disadvantaged: Education and the Homeless Child. In P. Vostanis, & S. Cumella (Eds.), Homeless Children: Problems and Needs (pp. 130-141). London: Jessica Kingsley Publishers.

Mortimore, P., & Whitty, G. J. (1999). Can school improvement overcome the effects of disadvantage?. In T. Cox (Ed.), Combating educational disadvantage: Meeting the needs of vulnerable children (pp. 156-176). London: Falmer Press.

Whitty, G. J., Power, S., & Halpin, D. (1998). Self-managing schools in the marketplace: The experience of England, the USA and New Zealand. In W. Bartlett, J. A. Roberts, & J. Le Grand (Eds.), A revolution in social policy: Quasi-market reforms in the 1990s (pp. 95-108). Bristol, UK: Policy Press.

Power, S., Whitty, G. J., & Youdell, D. (1998). Refugees, Asylum-seekers and the Housing Crisis: No Place to Learn. In J. Rutter, &

C. Jones (Eds.), Refugee Education: Mapping the Field (pp. 00). Stoke on Trent, UK: Trentham Books.

Whitty, G. J. (1998). Interview with Geoff Whitty. In C. A. Torres (Ed.), Education, Power, and Personal Biography: Dialogues with Critical Educators (pp. 241-262). New York: Routledge.

Whitty, G. J. (1998). Citizens  or consumers? Continuity and change in contemporary education policy. In D. Carlson, & M. Apple (Eds.), Power/Knowledge/Pedagogy: The meaning of democratic education in unsettling times (pp. 92-109). Boulder, CO: Westview Press.

Whitty, G. J. (1997). School autonomy and parental choice: Consumer rights versus citizen rights in education policy in Britain. In D. Bridges (Ed.), Education, Autonomy, and Democratic Citizenship: Philosophy in a Changing World (pp. 87-98). London: Routledge.

Whitty, G. J. (1997). Recent Education Reform: Is it a Postmodern Phenomenon?. In R. Farnen, & H. Sunker (Eds.), The Politics, Sociology, and Economics of Education: Interdisciplinary and Comparative Perspectives (pp. 252-270). Houndmills, UK: Macmillan.

Jane Burke, P., & Whitty, G. (2018). Equity Issues in Teaching and Teacher Education. Peabody Journal of Education, 93(3), 272-284. doi:10.1080/0161956X.2018.1449800

Whitty, G., & Wisby, E. (2016). Education in England – a testbed for network governance? Oxford Review of Education, 42(3), 316-329. doi:10.1080/03054985.2016.1184873

Whitty, G., Hayton, A., & Tang, S. (2015). 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(1), 27-67. doi:10.1002/rev3.3038

Whitty, G., Hayton, A., & Tang, S. (2015). 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(1), 68-71. doi:10.1002/rev3.3039

Whitty, G. J., & Clement, N. (2015). Getting into Uni in England and Australia: Who you know, what you know or knowing the ropes?. International Studies in Widening Participation, 2(2), 44-55. Retrieved from

Weis, L., Whitty, G., David, M. E., & Apple, M. W. (2014). Tributes to Jean Anyon. British Journal of Sociology of Education. doi:10.1080/01425692.2014.888148

Whitty, G. J. (2014). Recent developments in teacher training and their consequences for the ‘University Project’ in education. Oxford Review of Education, 40(4), 466-481. doi:10.1080/03054985.2014.933007

Whitty, G. (2012). A Life with the Sociology of Education. British Journal of Educational Studies, 60(1), 65-75. doi:10.1080/00071005.2011.650945

Gray, S. L., & Whitty, G. (2010). Social trajectories or disrupted identities? Changing and competing models of teacher professionalism under new labour. Cambridge Journal of Education, 40(1), 5-23. doi:10.1080/03057640903567005

Whitty, G. (2010). Revisiting school knowledge: Some sociological perspectives on new school curricula. European Journal of Education, 45(1), 28-45. doi:10.1111/j.1465-3435.2009.01422.x

Power, S., Curtis, A., Whitty, G., & Edwards, T. (2010). Private education and disadvantage: The experiences of Assisted Place holders. International Studies in Sociology of Education, 20(1), 23-38. doi:10.1080/09620211003655622

Whitty, G. J. (2009). The Legacy of Neo-Liberal school reform in England. Comparative Education, 39, 3-28.

Whitty, G. (2009). Evaluating 'Blair's Educational Legacy?': some comments on the special issue of Oxford Review of Education. Oxford Review of Education, 35(2), 267-280. doi:10.1080/03054980902814484

Whitty, G. (2008). Twenty years of progress?: English education policy 1988 to the present. Educational Management Administration and Leadership, 36(2), 165-184. doi:10.1177/1741143207087771

Snook, I., Bates, R., Dale, R., Peters, M., & Whitty, G. (2008). The contribution of john codd to education: A commentary. New Zealand Journal of Educational Studies, 43(1), 145-156.

Whitty, G., & Wisby, E. (2007). Whose voice? An exploration of the current policy interest in pupil involvement in school decision-making. International Studies in Sociology of Education, 17(3), 303-319. doi:10.1080/09620210701543957

Whitty, G. J. (2007). Education reform and civic identity: Global and national influences. Hitotsubashi Journal of Social Studies, 31(1), 1-18.

Power, S., Whitty, G., & Edwards, T. (2006). Success sustained? A follow-up study of the ‘destined for success?’ cohort. Research Papers in Education, 21(3), 235-253. doi:10.1080/02671520600793732

Whitty, G. J., & Wisby, E. (2006). Moving beyond recent education reform and towards a democratic professionalism. Hitotsubashi Journal of Social Studies, 38(1), 43-61.

Agalianos, A., Whitty, G., & Noss, R. (2006). The social shaping of logo. Social Studies of Science, 36(2), 241-267. doi:10.1177/0306312706053809

Whitty, G. (2006). Education(al) research and education policy making: Is conflict inevitable?. British Educational Research Journal, 32(2), 159-176. doi:10.1080/01411920600568919

Gewirtz, S., Dickson, M., Power, S., Halpin, D., & Whitty, G. (2005). The deployment of social capital theory in educational policy and provision: The case of Education Action Zones in England. British Educational Research Journal, 31(6), 651-673. doi:10.1080/01411920500314620

Power, S., Whitty, G., Gewirtz, S., Halpin, D., & Dickson, M. (2004). Paving a ‘third way’? A policy trajectory analysis of education action zones. Research Papers in Education, 19(4), 453-475. doi:10.1080/0267152042000295474

Halpin, D., Dickson, M., Power, S., Whitty, G., & Gewirtz, S. (2004). Area-based approaches to educational regeneration: The case of the English education action zone experiment. Policy Studies, 25(2), 75-85. doi:10.1080/0144287042000262170

Power, S., & Whitty, G. (2002). Bernstein and the middle class. British Journal of Sociology of Education, 23(4), 595-606. doi:10.1080/0142569022000038440

Arnot, M., Apple, M., Beck, J., Davies, B., Edwards, T., Moore, R., . . . Whitty, G. (2002). Basil Bernstein's theory of social class, educational codes and social control. British Journal of Sociology of Education, 23(4), 525-526. doi:10.1080/0142569022000038378

Agalianos, A., Noss, R., & Whitty, G. (2001). Logo in mainstream schools: the struggle over the soul of an educational innovation. British Journal of Sociology of Education, 22(4), 479-500

Whitty, G. (2001). Education, social class and social exclusion. Journal of Education Policy, 16(4), 287-295. doi:10.1080/02680930110054308

Dickson, M., Halpin, D., Power, S., Telford, D., Whitty, G., & Gewirtz, S. (2001). Education Action Zones and democratic participation. School Leadership and Management, 21(2), 169-181. doi:10.1080/13632430120054754

Douglas, N., Warwick, I., Whitty, G., & Aggleton, P. (2000). Vital Youth: Evaluating a theatre in health education project. Health Education, 100(5), 207-215. doi:10.1108/09654280010343582

Whitty, G., & Power, S. (2000). Marketization and privatization in mass education systems. International Journal of Educational Development, 20(2), 93-107. doi:10.1016/S0738-0593(99)00061-9

Whitty, G. (2000). Teacher professionalism in new times. Journal of In-Service Education, 26(2), 281-295. doi:10.1080/13674580000200121

Power, S., & Whitty, G. (1999). New labour's education policy: First, second or third way?. Journal of Education Policy, 14(5), 535-546. doi:10.1080/026809399286206

Whitty, G. J., & Power, S. (1999). Making sense of education reform: Global and national influences. International Journal of Contemporary Sociology, 36(2), 144-162.

Douglas, N., Warwick, I., Whitty, G., Aggleton, P., & Kemp, S. (1999). Homophobic bullying in secondary schools in England and Wales: teachers’ experiences. Health Education, 99(2), 53-60. doi:10.1108/09654289910256914

Power, S., Whitty, G. J., & Youdell, D. (1999). Homelessness and education in England: Toward a social reaction model. Journal for a Just and Caring Education, 5(1), 108-125.

Whitty, G. J. (1999). Diversity, choice and markets in education: Benefits and costs. Hitotsubashi Journal of Social Studies, 31(2), 53-68.

Power, S., Whitty, G. J., Edwards, T., & Wigfall, V. (1999). Destined for success? Educational biographies of academically able pupils. Research Papers in Education, 14(3), 321-339. doi:10.1080/0267152990140306

Douglas, N., Warwick, I., Aggleton, P., & Whitty, G. (1999). An impact evaluation study of a community mobilisation and HIV prevention programme among gay men. Health Education Journal, 58(3), 280-289. doi:10.1177/001789699905800309

Aggleton, P., Rivers, K., Whitty, G., Knight, A., Prayle, D., & Warwick, I. (1998). Promoting young people's health: The health concerns and needs of young people. Health Education, 98(6), 213-219. doi:10.1108/09654289810238140

Power, S., Whitty, G., Edwards, T., & Wigfall, V. (1998). Schools, families and academically able students: Contrasting modes of involvement in secondary education. British Journal of Sociology of Education, 19(2), 157-176. doi:10.1080/0142569980190201

Whitty, G., Power, S., & Edwards, T. (1998). The assisted places scheme: Its impact and its role in privatization and marketization. Journal of Education Policy, 13(2), 237-250. doi:10.1080/0268093980130205

Halpin, D., Gerwitz, S., Power, S., & Whitty, G. (1998). The ‘Third Way’ starts off on a test drive. Parliamentary Brief, 5(7), 21-22.

Power, S., Whitty, G., Edwards, T., & Wigfall, V. (1998). Schoolboys and schoolwork: Gender identification and academic achievement. International Journal of Inclusive Education, 2(2), 135-153. doi:10.1080/1360311980020204

Whitty, G., & Edwards, T. (1998). School Choice Policies in England and the United States: An exploration of their origins and significance. Comparative Education, 34(2), 211-227. doi:10.1080/03050069828289

Rivers, K., Aggleton, P., & Whitty, G. (1998). Professional preparation and development for health promotion: A review of literature.

Health Education Journal, 57(3), 254-262. doi:10.1177/001789699805700308

Whitty, G., Aggleton, P., Gamamikow, E., & Tyrer, P. (1998). Education and health inequalities input paper 10 to the independent inquiry into inequalities in health, january 1998. Journal of Education Policy, 13(5), 641-652. doi:10.1080/0268093980130504

Power, S., Halpin, D., & Whitty, G. (1997). Managing the state and the market: 'New' education management in five countries. British Journal of Educational Studies, 45(4), 342-362. doi:10.1111/1467-8527.00057

Gordon, L., & Whitty, G. (1997). Giving the 'hidden hand' a helping hand? The rhetoric and reality of neoliberal education reform in England and New Zealand. Comparative Education, 33(3), 453-467. doi:10.1080/03050069728460

Whitty, G. (1997). Education policy and the sociology of education. International Studies in Sociology of Education, 7(2), 121-135. doi:10.1080/09620219970200013

Whitty, G. (1997). Social theory and education policy: The legacy of Karl Mannheim. British Journal of Sociology of Education, 18(2), 149-163. doi:10.1080/0142569970180201

Whitty, G., & Power, S. (1997). Quasi-Markets and Curriculum Control: Making Sense of Recent Education Reform in England and Wales. Educational Administration Quarterly, 33(2), 219-240. doi:10.1177/0013161X97033002008

Power, S., & Whitty, G. (1997). Education Reform in Great Britain: An Interim Review. Educational Administration Quarterly, 33(2), 136-139. doi:10.1177/0013161X97033002002

Edwards, T., & Whitty, G. (1997). Specialisation and selection in secondary education. Oxford Review of Education, 23(1), 5-15. doi:10.1080/0305498970230102

Power, S., & Whitty, G. (1996). Teaching new subjects? The hidden curriculum of marketised education systems. Melbourne Studies in Education, 37(2), 1-21. doi:10.1080/17508489609556281

Whitty, G. (1996). The crisis in teacher education: A European concern? - Adams,A, Tulasiewicz,W. TEACHERS COLLEGE RECORD, 97(3), 486-488.

Furlong, J., Whitty, G., Whiting, C., Miles, S., Barton, L. E. N., & Barrett, E. (1996). Re-defining partnership: Revolution or reform in initial teacher education?. Journal of Education for Teaching, 22(1), 39-55.

Furlong, J., Whitty, G., Barrett, E., Barton, L., & Miles, S. (1994). Integration and partnership in initial teacher education - dilemmas and possibilities. Research Papers in Education, 9(3), 281-301. doi:10.1080/0267152940090302

Whitty, G., Rowe, G., & Aggleton, P. (1994). Subjects and themes in the secondary-school curriculum. Research Papers in Education, 9(2), 159-181. doi:10.1080/0267152940090203

Magee, C., Warwick, I., & Whitty, G. (1994). Positive feedback.. The Health service journal, 104(5397), 21.

BARTON, L., BARRETT, E., WHITTY, G., MILES, S., & FURLONG, J. (1994). Teacher education and teacher professionalism in England: Some emerging issues. British Journal of Sociology of Education, 15(4), 529-543. doi:10.1080/0142569940150406

Whitty, G., Rowe, G., & Aggleton, P. (1994). Discourse in Cross-curricular Contexts: Limits to empowerment. International Studies in Sociology of Education, 4(1), 25-42. doi:10.1080/0962021940040102

Miles, S., Barrett, E., Barton, L., Furlong, J., Galvin, C., & Whitty, G. (1993). Initial teacher education in England and Wales a topography. Research Papers in Education, 8(3), 275-304. doi:10.1080/0267152930080302

WHITTY, G. (1993). Education reform and teacher education in England in the 1990s. Journal of Education for Teaching, 19(4-5), 263-275. doi:10.1080/0260747930190422

Gewirtz, S., Whitty, G., & Edwards, T. (1992). City Technology Colleges: Schooling For The Thatcher Generation?. British Journal of

Educational Studies, 40(3), 207-217. doi:10.1080/00071005.1992.9973926

Edwards, T., & Whitty, G. (1992). Parental choice and educational reform in britain and the united states. British Journal of

Educational Studies, 40(2), 101-117. doi:10.1080/00071005.1992.9973916

Edwards, T., Gewirtz, S., & Whitty, G. (1992). Researching a policy in progress: The city technology colleges initiative. Research Papers in Education, 7(1), 79-104. doi:10.1080/0267152920070105

Whitty, G. (1992). Quality Control In Teacher Education. British Journal of Educational Studies, 40(1), 38-50. doi:10.1080/00071005.1992.9973909

Barrett, E., Barton, L., Furlong, J., Galvin, C., Miles, S., & Whitty, G. (1992). New Routes to Qualified Teacher Status. Cambridge Journal of Education, 22(3), 323-335. doi:10.1080/0305764920220305

Whitty, G., Barrett, E., Barton, L., Furlong, J., Galvin, C., & Miles, S. (1992). Initial Teacher Education in England and Wales: A survey of current practices and concerns. Cambridge Journal of Education, 22(3), 293-306. doi:10.1080/0305764920220303

Barton, L. (1992). Experiencing cate: The impact of accreditation upon initial training institutions in england. Journal of Education for Teaching, 18(1), 41-57. doi:10.1080/0260747920180105

Whitty, G., & Willmott, E. (1991). Competence-based Teacher Education: Approaches and issues. Cambridge Journal of Education, 21(3), 309-318. doi:10.1080/0305764910210305

Whitty, G. (1990). Learning to teach - Hillgate-GRP. Sociology-The Journal of the British Sociological Association, 24(3), 534-535. doi:10.1177/0038038590024003015

Whitty, G. (1990). Creeping privatization and its implications for schooling in the inner city. The Urban Review, 22(2), 101-114. doi:10.1007/BF01108246

Whitty, G., Aggleton, P. J., & Fitz, J. (1990). Evaluating professional development. Health Education Journal, 49(4), 198-201. doi:10.1177/001789699004900411

Fitz, J., Edwards, T., & Whitty, G. (1989). The assisted plages scheme: An ambiguous case of privatization. British Journal of Educational Studies, 37(3), 222-234. doi:10.1080/00071005.1989.9973813

Whitty, G. (1989). Different by Design - The Context and Character of 3 Magnet Schools - Metz, MH. Journal of Curriculum Studies, 21(3), 281-284

Whitty, G., & Menter, I. (1989). Lessons of Thatcherism - Education Policy in England and Wales 1979-88. Journal of Law and Society, 16(1), 42-69

Whitty, G. (1989). The New Right and the national curriculum: State control or market forces?. Journal of Education Policy, 4(4), 329-341. doi:10.1080/0268093890040402

Whitty, G. (1987). Curriculum Research and Curricular Politics. British Journal of Sociology of Education, 8(2), 109-117. doi:10.1080/0142569870080201

Fitz, J., Edwards, T., & Whitty, G. (1986). Beneficiaries, benefits and costs: An investigation of the assisted places scheme. Research Papers in Education, 1(3), 169-193. doi:10.1080/0267152860010302

Whitty, G. (1986). Radical Theory and Practice in Urban Education. The Review of Education, 12(3), 172-176. doi:10.1080/0098559860120303

Whitty, G. (1986). Recent American and Australian Approaches to the Sociology and Politics of Education. Educational Theory, 36(1), 81-85. doi:10.1111/j.1741-5446.1986.00081.x

Whitty, G. (1985). Theory and Resistance in Education - A Pedagogy for the Opposition - Giroux, HA. Harvard Educational Review, 55(2), 233-235.

Aggleton, P. J., & Whitty, G. (1985). Rebels Without a Cause - Socialisation and Subcultural Style Among the Children of the New Middle Classes. Sociology of Education, 58(1), 60-72. doi:10.2307/2112541

Edwards, T., Fitz, J., & Whitty, G. (1985). Private Schools and Public Funding: A comparison of recent policies in England and Australia. Comparative Education, 21(1), 29-45. doi:10.1080/0305006850210104

Whitty, G. (1984). The Privatization of  Education. Educational Leadership, 41(7), 51-54.

Davies, L., & Whitty, G. (1983). Making The Difference - Schools, Families and Social Division - Connell, RW,

Ashenden, DJ, Kessler, S, Dowsett, GW. British Journal of Sociology of Education, 4(3), 255-262.

Arnot, M., & Whitty, G. J. (1982). School texts, the hidden curriculum and the curriculum-in-use. Discourse, 3(1), 1-21.

Arnot, M., & Whitty, G. J. (1982). From reproduction to transformation: Recent radical perspectives on the curriculum from the USA. British Journal of Sociology of Education, 3(1), 93-103.

Whitty, G. (1981). Society, social justice, and social/political education. Teaching Political Science, 8(3), 261-280. doi:10.1080/00922013.1981.11000237

Whitty, G. (1981). A Context For Critical Education? Some Reflections On Social And Political Education In England. Discourse: Studies in the Cultural Politics of Education, 2(1), 53-62. doi:10.1080/0159630810020105

Wood, D., McLeod, M., Viragh, K., Devlin, M., Hill, A., Harvey, A., Nelson, K. (2017). A comparative study of the equity strategies employed by Australian universities. CQUniversity, Australia.

Whiting, C., Black, P., Hordern, J., Parfitt, A., Reynolds, K., Sorensen, N., & Whitty, G. J. (2016). Towards a New Topography of ITT: A profile of Initial Teacher Training in England 2015-16 (Occasional Paper No. 1). Bath, United Kingdom: Bath Spa University, Institute for Education.

Atherton, G., Dumangane, C., & Whitty, G. J. (2016). Charting Equity in Higher Education: Drawing the Global Access Map. London: Pearson.

Whitty, G. J., & Anders, J. (2014). (How) did New Labour narrow the achievement and participation gap? (46). London: Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES).

The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.