Educational Policy-Making: A Study of Interest Groups and Parliament

1977 ◽  
Vol 25 (1) ◽  
pp. 93
Author(s):  
Kenneth Smart ◽  
Maurice Kogan
Keyword(s):  
Interest Groups ◽  
Educational Policy ◽  
Policy Making

British Politics

2021 ◽  
Author(s):  
Peter John
Keyword(s):  
Interest Groups ◽  
Political Science ◽  
Policy Making ◽  
British Politics ◽  
Political Behaviour ◽  
Media Agenda ◽  
The Media ◽  
The Subject ◽  
Politics And Law ◽  
Institutional Foundations

British Politics provides an introduction to British politics with an emphasis on political science to analyse the fundamental features of British politics, and the key changes post-Brexit. Part A looks at constitutional and institutional foundations of the subject. Chapters in this part look at leadership and debating politics and law creation. The second part is about political behaviour and citizenship. Here chapters consider elections, the media, agenda setting, and political turbulence. The final part is about policy-making and delegation. The chapters in this part examine interest groups, advocacy, policy-making, governing through bureaucracy and from below, delegating upwards, and British democracy now.

The Public's Role in Educational Policy-Making: An International View

1977 ◽  
Vol 9 (2) ◽  
pp. 167-196 ◽  
Author(s):  
Fred S. Coombs ◽  
Richard L. Merritt
Keyword(s):  
Educational Policy ◽  
Policy Making ◽  
International View

Political and corporate elites and localised educational policy-making: the case of Kingswood Academy

2017 ◽  
Author(s):  
Ruth McGinity
Keyword(s):  
Educational Policy ◽  
Policy Making ◽  
Single Case ◽  
Political Elites ◽  
Single Case Study ◽  
The North ◽  
Corporate Elites ◽  
Thinking Tools ◽  
Important Site

This chapter reports on data and analysis to theorise the role that both corporate and political elites played in the development and enactment of localised policy-making at Kingswood Academy; a secondary school in the North of England. The analysis offered reveals how a single case-study school provides an important site to explore the ways in which the educational policy environment provides the conditions for elites to play a significant role in the development and delivery of localised policy processes in England. Bourdieu (1986; 1992) provides the thinking tools to undertake this theoretical and intellectual work, and I deploy his conceptualisation of misrecognition as a means of interrogating how the involvement of corporate and political elites in the processes of localised policy-making reproduces the hierarchised power of particular networks, which ultimately contribute to the privatisation of educational ‘goods’ as marketised commodities.

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