1. 1 EDM 6210 Education Policy and Society Tsang Wing-kwong Rm. 416, Ext. 6922 Pong Suet-ling Rm. 417, Ext. 6974 http://www.fed.cuhk.edu.hk/~wktsang

2. 2 Why Education Policy and Society?

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8. 8 “In 1943, Sir Fred Clark, Director of the Institute of Education, argued the case for the apporintment of a sociologist to a chair in education on the ground that the ‘uneasy awareness, now so widespread and yet so ill-defined, that great changes in the social order and the inter-play of social forces are already in progress’ meant that ‘the educational theory and educational policy that take no account of these will be not only blind but positively harmful’ (Sir Fred Clarke Archive, Institute of Education, March 1943).” (Whitty, 2000, p. 2059)

9. 9 Why Education Policy and Society? Empirical policy issuesEmpirical policy issues –Why fine-toning MOI controversy? –Why DSS elitism controversy? –Why education for nationality controversy? Issues of boundness and embeddedness of education policyIssues of boundness and embeddedness of education policy –The contextual embeddedness in policy making and implementation Embeddness at macro-level: social, economic, political and cultural contextsEmbeddness at macro-level: social, economic, political and cultural contexts Embeddness at meso-level: Institutional and organizational contextsEmbeddness at meso-level: Institutional and organizational contexts –The boundedness of rationality in policy design Degree of omniscience in education policyDegree of omniscience in education policy Degree of omnipotence in education policyDegree of omnipotence in education policy Degree of omnipresence in education policyDegree of omnipresence in education policy

10. 10 Sociology of Education Policy of What ? Epistemological constituents of the courseEpistemological constituents of the course –Policy studies in education –Sociology of education –Sociology of education policy

11. 11 What Education Policy and Society ? Ways to Synthesis the Field of the Sociology of EducationWays to Synthesis the Field of the Sociology of Education –In terms of theoretical perspectives, e.g. Functionalism, conflict theories, interpretive perspective, post-modernism, etc. Kababel and Halsey (1977)Kababel and Halsey (1977) Sadovnik (2007)Sadovnik (2007) Apple et al. (2009)Apple et al. (2009) –In terms of empirical areas, e.g. studies of education institution, school organization, higher education, classroom interaction, curriculum, schoolteachers, etc. Apple (1999)Apple (1999) Ball (1997 & 2008)Ball (1997 & 2008)

12. 12 What Education Policy and Society ? Ways to Synthesis the Field of the Sociology of EducationWays to Synthesis the Field of the Sociology of Education –In terms of themes, context, location and time: Roger Dale (2001)Roger Dale (2001) Whitty (1997)Whitty (1997) Halsey et al. (1996)Halsey et al. (1996) Lauder et al. (2006)Lauder et al. (2006) Apple et al. (2010)Apple et al. (2010) Rizvi and Lingard (2010)Rizvi and Lingard (2010)

13. 13 A Framework Synthesizing the Development of the Sociology of Education Dale characterizes the trajectory of the development of the field into three components or forces. They areDale characterizes the trajectory of the development of the field into three components or forces. They are –Dominant theme, –Context, and –Location

14. 14 A Framework Synthesizing the Development of the Sociology of Education Dominant theme: Two prominent themes have endeavored through the history of the field. Sociologists of different theoretical orientations may characterize them with different terminologies and put their emphasis on them.Dominant theme: Two prominent themes have endeavored through the history of the field. Sociologists of different theoretical orientations may characterize them with different terminologies and put their emphasis on them. –Emile Durkhiem’s dual functions of modern education Social necessity of homogeneity: Organic solidarity and integrationSocial necessity of homogeneity: Organic solidarity and integration Social necessity of diversity: Division of laborSocial necessity of diversity: Division of labor

15. 15 “Each society sets up a certain idea of man, of what he should be, as much from the intellectual point of view as the physical and moral; that this ideal is, to a degree, the same for all the citizens; that beyond a certain point it becomes differentiated according to the particular milieux that every society contains in its structure. It is this ideal, at the same time one and various, that is the focus of education. Its function, then, is to arouse in the child: (1) a certain number of physical and mental states that the society to which he belongs considers should not be lacking in any of its members; (2) certain physical and mental states that the particular social group (caste, class, family, profession) considers, equally, ought to be found among all those who make it up. …Society can survive only if there exists among its members a sufficient degree of homogeneity; education perpetuates and reinforces this homogeneity by fixing in the child, from the beginning, the essential similarities that collective life demands. But on the other hand, without a certain diversity all co-operation would be impossible; education assures the persistence of this necessary diversity by being itself diversified and specialized.” (Durkheim, 2006/1911, p. 79-80) “Each society sets up a certain idea of man, of what he should be, as much from the intellectual point of view as the physical and moral; that this ideal is, to a degree, the same for all the citizens; that beyond a certain point it becomes differentiated according to the particular milieux that every society contains in its structure. It is this ideal, at the same time one and various, that is the focus of education. Its function, then, is to arouse in the child: (1) a certain number of physical and mental states that the society to which he belongs considers should not be lacking in any of its members; (2) certain physical and mental states that the particular social group (caste, class, family, profession) considers, equally, ought to be found among all those who make it up. …Society can survive only if there exists among its members a sufficient degree of homogeneity; education perpetuates and reinforces this homogeneity by fixing in the child, from the beginning, the essential similarities that collective life demands. But on the other hand, without a certain diversity all co-operation would be impossible; education assures the persistence of this necessary diversity by being itself diversified and specialized.” (Durkheim, 2006/1911, p. 79-80)

16. 16 A Framework Synthesizing the Development of the Sociology of Education Dominant theme: Two prominent themes have endeavored through the history of the field. Sociologists of different theoretical orientations may characterize them with different terminologies and put their emphasis on them.Dominant theme: Two prominent themes have endeavored through the history of the field. Sociologists of different theoretical orientations may characterize them with different terminologies and put their emphasis on them. –Emile Durkhiem’s dual functions of modern education Social necessity of homogeneity: Organic solidarity and integrationSocial necessity of homogeneity: Organic solidarity and integration Social necessity of diversity: Division of laborSocial necessity of diversity: Division of labor –Martin Carnoy and Henry Levin’s dual role of schooling in capitalist-democratic state Preparation for citizens in democratic statePreparation for citizens in democratic state Preparation for workers in capitalist economyPreparation for workers in capitalist economy

17. 17 “The schools are an arena of conflict because they have the dual role of preparing workers and citizens. The preparation required for citizenship in a democratic society based on equal opportunity and human rights is often incompatible with the preparation needed for job performance in a corporate system of work. One the one hand, schools must train citizens to know their rights under the law as well as their obligations to exercise these rights through political participation. On the other, schools must train workers with the skills and personality characteristics that enable them to function in an authoritarian work regime. This requires a negation of the very political rights that make for good citizens.” (Carnoy and Levin, 1985, p. 257) “The schools are an arena of conflict because they have the dual role of preparing workers and citizens. The preparation required for citizenship in a democratic society based on equal opportunity and human rights is often incompatible with the preparation needed for job performance in a corporate system of work. One the one hand, schools must train citizens to know their rights under the law as well as their obligations to exercise these rights through political participation. On the other, schools must train workers with the skills and personality characteristics that enable them to function in an authoritarian work regime. This requires a negation of the very political rights that make for good citizens.” (Carnoy and Levin, 1985, p. 257)

18. 18 A Framework Synthesizing the Development of the Sociology of Education Dominant theme:Dominant theme: –Roger Dale dual project of modernity Education as part of the project of enlightenment, i.e. the project of emancipation of human potentials and reasonsEducation as part of the project of enlightenment, i.e. the project of emancipation of human potentials and reasons Education as part of the project of redemption and rectification of the negative side of enlightenment (Dialectic of Enlightenment), e.g. inequality and injustice in education and/or other human conditionsEducation as part of the project of redemption and rectification of the negative side of enlightenment (Dialectic of Enlightenment), e.g. inequality and injustice in education and/or other human conditions

19. 19 A Framework Synthesizing the Development of the Sociology of Education Dominant theme:Dominant theme: –To summarize, the dualism in the educational theme of modern society To nurture social homogeneity and constituting social integration among future members of a society within the imperative of the modern nation-state, more specifically of the liberal-democratic state. This imperative is built on the ideal of universal equality of all reasoning citizens.To nurture social homogeneity and constituting social integration among future members of a society within the imperative of the modern nation-state, more specifically of the liberal-democratic state. This imperative is built on the ideal of universal equality of all reasoning citizens. To nurture social diversity and constituting social division of labor among future members of society within the imperative of capitalist economy. This capitalistic imperative is operated under the rules of competition, inequality or even the institution of stratification.To nurture social diversity and constituting social division of labor among future members of society within the imperative of capitalist economy. This capitalistic imperative is operated under the rules of competition, inequality or even the institution of stratification.

20. 20 A Framework Synthesizing the Development of the Sociology of Education Location: The field of sociology of education has been inhabited predominantly by academics working in teacher training institutes or researchers in policy studies agencies. These locations of the practitioners of the filed imprinted their marks on the development of the field.Location: The field of sociology of education has been inhabited predominantly by academics working in teacher training institutes or researchers in policy studies agencies. These locations of the practitioners of the filed imprinted their marks on the development of the field. –This location feature of the field has salient effect on its researchers' orientation. The filed is by nature an applied field and embedded in the practice of teacher education and the process of education policy formation. –On the one hand, some of its researchers have oriented their research efforts to pedagogical practices in classrooms and administrative practices in school organizations. –On the other hand, some other practitioners of the filed have concentrated their research endeavors on policy studies in education.

21. 21 A Framework Synthesizing the Development of the Sociology of Education Context: The changes in the empirical contexts, in which the practices of education, schooling and instruction take place, have also affected the development of the field significantly. They have not only shaped the research agendas and themes of the field but also the practical climates of the locations, in which its practitioners work.Context: The changes in the empirical contexts, in which the practices of education, schooling and instruction take place, have also affected the development of the field significantly. They have not only shaped the research agendas and themes of the field but also the practical climates of the locations, in which its practitioners work. –The institutionalization of modern schooling system: In the nineteenth century Europe and then the first half of the twentieth century in most of the developing countries, the development of the national-compulsory education system was defined as the project of constituting the complex division of labor and human capitals for industrial societies and building the organic solidarity for the modern societies.

22. 22 A Framework Synthesizing the Development of the Sociology of Education Context:Context: –The optimism of progressive education and equalization project: The policyscape of post-WWII welfare state had elicited a number of research projects and policies claiming to equalizing social disparity with equality of educational opportunities. James Coleman's research on Equality of Opportunity in the US in the 1960s.James Coleman's research on Equality of Opportunity in the US in the 1960s. A.H. Halsey's project Educational Priority Area Project in the UK in the 1970s.A.H. Halsey's project Educational Priority Area Project in the UK in the 1970s. Desegregation school and busing policy in the US in the 1960s.Desegregation school and busing policy in the US in the 1960s. Comprehensive school movement in the UK in the 1960s.Comprehensive school movement in the UK in the 1960s. Compensatory and remedial education in developed countriesCompensatory and remedial education in developed countries

23. 23 A Framework Synthesizing the Development of the Sociology of Education Context:Context: –The pessimism and criticism of the radical theorists: In connection with to the radical student movements in Western countries, the discursive theme of the field shifted to more critical or even cynical toward the egalitarian project and progressive education in the 1970s. Reproduction theories proposed by Pierre Bourdieu, Bowles and Gintis,…Reproduction theories proposed by Pierre Bourdieu, Bowles and Gintis,… The resistance theories advocated by Michael Apple, Paul Willis, Henry Giroux, …The resistance theories advocated by Michael Apple, Paul Willis, Henry Giroux, …

24. 24 A Framework Synthesizing the Development of the Sociology of Education Context:Context: –The instrumental-economicism the liberalistic-competition states: A series of transformations of the 1980s, such asA series of transformations of the 1980s, such as –coming into power of the neo-liberal and neo-conservative governments in many Western countries in the late 1970s and the early 1980s; –the rise of global-informational economy in the late 1970s and the early 1980s; and –the advent of global-informational culture in the late 1980s and early 1990s. In response to these fundamental transformations, the contexts of education policy in many developed countries have undergone fundamental changes.In response to these fundamental transformations, the contexts of education policy in many developed countries have undergone fundamental changes.

25. 25 A Framework Synthesizing the Development of the Sociology of Education Context:Context: –The instrumental-economicism the liberalistic-competition states: Lauder et al. (2006) have synthesized these transformations into two trendsLauder et al. (2006) have synthesized these transformations into two trends –Individualization: It refers to the social-differentiation process in the late-modern or even post-modern society. It consists “first, the disembedding of industrial society ways of life and second, the re- embedding of new ones, in which the individuals must produce, stage and cobble together their biographies themselves.” (Beck, 1997; quoted in Lauder et al, 2006, p.21) –Globalization: It refers to the social-integration process in the late- modern or postmodern society. It “is really about the transformation of space and time. I would define it as action at distance, and relate its growth over recent years to the development of means of instantaneous global communication and mass transportation.” (Giddens, 1994, p. 22) It refers to the “time-space compression” processes “that so revolutionize the objective qualities of space and time that we are force to alter … how we represent the world to ourselves.” (Harvey, 1989, p. 240)

26. 26 Educational System Social Differentiation Social Integration 18000-1940 Modern state formation 1950s-1970s Contradiction of welfare state 1980s-1990s Neo-liberal state 1990s-2000s Global- competition state 2010s Post-liberal era Constitution of massive, universal, compulsory and state-controlled schooling system as institutional means for citizenship building and human capital accumulation Constitution of egalitarian schooling system as policy instrument of implementing progressive and compensatory education to rectify socio-economic inequalities Rolling back the of egalitarian policy and reinstating neo-liberal and new-conservative education policy as means to enhance freedom of choice and accountability Elevating neo-liberal and new-conservative education policy to global-competition scale Beginning to reinstate regulations to global-market fundamentalism in financial sector. And what would become of the policyscape of education

27. 27 The Organizing Themes of the Course Education policies as projects of social differentiation of modern economyEducation policies as projects of social differentiation of modern economy –Conceptions of social differentiation, inequality and stratification –Education policies in the context and process of class structuration of capitalism –Education policies in the context of the class formation of capitalism –Education policies in the context of the “post-class” society –Education polices as project of social equalization

28. 28 The Organizing Themes of the Course Education policies as projects of social integration of modern stateEducation policies as projects of social integration of modern state –Conceptions of state, nation, and citizenship –Education policies in the context of state formation –Education policies in the context of nation building –Education policies in the context of citizenship development –Education policies in the context of global citizenship

29. 29 The Organizing Themes of the Course Education policies as projects of social integration of modern stateEducation policies as projects of social integration of modern state –Conceptions of state, nation, and citizenship –Education policies in the context of state formation –Education policies in the context of nation building –Education policies in the context of citizenship development –Education policies in the context of global citizenship

30. 30 The Organizing Themes of the Course Education policies as project of competition state reflexively confronting the phenomenon of globalizationEducation policies as project of competition state reflexively confronting the phenomenon of globalization –Education policy in the context of globalizing class position and identity –Education policy in the context of globalizing citizenship and nationality

31. 31 The Organizing Themes of the Course Education policies as project of constituting the lifeworld of schoolteachersEducation policies as project of constituting the lifeworld of schoolteachers

32. 32 Lecture 1 Sociology of Education Policy: Definition of the Field Lecture 1 Sociology of Education Policy: Definition of the Field END