The Guardian Education section last week published a profile of Michael Young, Professor of the Sociology of Education at UCL. Its author, Peter Wilby, charts what he saw as Young’s dramatic shift from countercultural figure on the educational left to alleged supporter of Michael Gove’s narrow view of the National Curriculum.
Wilby reverts to what has been described as the default settings of educational discourse in England, whereby to be in favour of the dissolution of subject boundaries is to be “progressive”, whilst to be in favour of strong subject boundaries is seen to be at best “traditional”, and at worst, “Conservative”. This could not be further from the truth. As Wilby acknowledges, Michael Young has always sought to advance the socialistcause in education.
The fact that he (more…)
It is with deep sadness that we relay the news that Geoff Whitty, Director Emeritus of the UCL Institute of Education (IOE), has died. He passed away peacefully on Friday. Here we celebrate his life and work. (more…)
Attending a gathering of philosophers and sociologists of education this week brought home to me how much closer those two groups are now in their analyses of education compared to when I first worked as a sociologist of education in the early 1970s. That encounter also led me to recall that, at the same time, there were major battles within the sociology of education itself, between the so-called ‘old’ sociology of education of A.H. Halsey and his colleagues at Oxford and the ‘new’ sociology of education, associated with Michael F.D. Young and others at the Institute of Education in London. I discussed these disputes over the sources and significance of change in education and society in my first authored book, Sociology and School Knowledge (Methuen, 1985).
My newest book, Research and Policy in Education, published last month by UCL IOE Press, reflects my attempt to make sense of the relationship between education research and education policy in the years since I stood down from the Karl Mannheim Chair in the Sociology of Education at the Institute of Education in September 2000 to become Director. While working on the new book, I found myself increasingly drawn back to my roots as a sociologist of education. Even though such work is not necessarily undertaken first and foremost with a view to policy impact, I found sociological work really helpful in understanding why some of the policies I was discussing hadn’t had the impact that politicians claimed they would have. This applied not only to contentious initiatives (more…)