The policy sociology of Geoff Whitty: Current and emergent issues regarding education research in use

Book chapter

Lingard, Bob. (2020). The policy sociology of Geoff Whitty: Current and emergent issues regarding education research in use. In In A. Brown and E. Wisby (Ed.). Knowledge, Policy and Practice in Education and the Struggle for Social Justice: Essays Inspired by the Work of Geoff Whitty pp. 165 - 178 UCL Press. https://doi.org/10.14324/111.9781782772774
AuthorsLingard, Bob
EditorsA. Brown and E. Wisby
Abstract

[Extract] As Geoff Whitty himself acknowledged, as director of the Institute of Education (IOE) (2000–10) he was pulled to some extent away from his disciplinary focus of the sociology of education towards more policy issues, pragmatically in his work as director and also in his research work. Yet he continued to argue the significance of the sociology of education: for understanding the contexts of education policy and for creating more socially just schools and schooling systems, and in the mission of the IOE to teachers and to the broader fields of education, as both a domain of research and of practice. His books Making Sense of Policy (Whitty 2002) and Research and Policy in Education (Whitty 2016a) sit firmly within what has been called ‘policy sociology in education’ (Ozga 1987).1 It is Geoff Whitty’s work in this domain that will be the focus of this chapter.

Page range165 - 178
Year2020
Book titleKnowledge, Policy and Practice in Education and the Struggle for Social Justice: Essays Inspired by the Work of Geoff Whitty
PublisherUCL Press
Place of publicationUnited Kingdom
ISBN9781782772774
Digital Object Identifier (DOI)https://doi.org/10.14324/111.9781782772774
Open accessOpen access
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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Lingard, Bob and Lewis, Steven. (2017). Placing PISA and PISA for schools in two federalisms, Australia and the USA. Critical Studies in Education. 58(3), pp. 266 - 279. https://doi.org/10.1080/17508487.2017.1316295
The life of data : Evolving national testing
Thompson, Greg, Sellar, Sam and Lingard, Robert Leslie. (2016). The life of data : Evolving national testing. In National testing in schools: An Australian assessment pp. 212-230 Taylor and Francis. https://doi.org/10.4324/9781315659312
National testing from an Australian perspective
Lingard, Robert Leslie, Thompson, Greg and Sellar, Sam. (2016). National testing from an Australian perspective. In National testing in schools: An Australian assessment pp. 1-17 Taylor and Francis. https://doi.org/10.4324/9781315659312
PISA for schools : Topological rationality and new spaces of the OECD's global educational governance
Lewis, Steven, Sellar, Sam and Lingard, Bob. (2016). PISA for schools : Topological rationality and new spaces of the OECD's global educational governance. Comparative Education Review. 60(1), pp. 27-57. https://doi.org/10.1086/684458
Globalization of the Anglo-American approach to top-down, test-based educational accountability
Lingard, Bob and Lewis, Steven. (2016). Globalization of the Anglo-American approach to top-down, test-based educational accountability. In In Brown, Gavin T. L and Harris, Lois R. (Ed.). Handbook of human and social conditions in assessment pp. 387-403 Routledge.
Think tanks, ‘policy experts’ and ‘ideas for’ education policy making in Australia
Lingard, Bob. (2016). Think tanks, ‘policy experts’ and ‘ideas for’ education policy making in Australia. The Australian Educational Researcher. 43(1), pp. 15 - 33. https://doi.org/10.1007/s13384-015-0193-0
Argumentation in educational policy disputes: Competing visions of quality and equity
Anagnostopoulos, Dorothea, Lingard, Bob and Sellar, Sam. (2016). Argumentation in educational policy disputes: Competing visions of quality and equity. Theory into Practice. 55(4), pp. 342 - 351. https://doi.org/10.1080/00405841.2016.1208071
Commercialising comparison: Pearson puts the TLC in soft capitalism
Hogan, Anna, Sellar, Sam and Lingard, Bob. (2016). Commercialising comparison: Pearson puts the TLC in soft capitalism. Journal of Education Policy. 31(3), pp. 243 - 258. https://doi.org/10.1080/02680939.2015.1112922
NAPLAN data: A new policy assemblage and mode of governance in Australian schooling
Gable, Alison and Lingard, Bob. (2016). NAPLAN data: A new policy assemblage and mode of governance in Australian schooling. Policy Studies. 37(6), pp. 568 - 582. https://doi.org/10.1080/01442872.2015.1115830
Globalizing Educational Accountabilities
Lingard, Robert Leslie, Martino, Wayne, Rezai-Rashti, Goli and Sellar, Sam. (2016). Globalizing Educational Accountabilities Routledge. https://doi.org/10.4324/9781315885131
The multiple effects of international large-scale assessment on education policy and research
Lewis, Steven and Lingard, Bob. (2015). The multiple effects of international large-scale assessment on education policy and research. Discourse : Studies in the Cultural Politics of Education. 36(5), pp. 621-637. https://doi.org/10.1080/01596306.2015.1039765
Researching the habitus of global policy actors in education
Lingard, Bob, Sellar, Sam and Baroutsis, Aspa. (2015). Researching the habitus of global policy actors in education. Cambridge Journal of Education. 45(1), pp. 25 - 42. https://doi.org/10.1080/0305764X.2014.988686
Navigating the demands of the English schooling context: Problematics and possibilities for social equity
Keddie, Amanda and Lingard, Bob. (2015). Navigating the demands of the English schooling context: Problematics and possibilities for social equity. International Journal of Inclusive Education. 19(11), pp. 1117 - 1125. https://doi.org/10.1080/13603116.2015.1044200
Thinking about theory in educational research: Fieldwork in philosophy
Lingard, Bob. (2015). Thinking about theory in educational research: Fieldwork in philosophy. Educational Philosophy and Theory. 47(2), pp. 173 - 191. https://doi.org/10.1080/00131857.2013.793928
Texturing space-times in the Australian curriculum: Cross-curriculum priorities
Peacock, David, Lingard, Bob and Sellar, Sam. (2015). Texturing space-times in the Australian curriculum: Cross-curriculum priorities. Curriculum Inquiry. 45(4), pp. 367 - 388. https://doi.org/10.1080/03626784.2015.1064305
Assured optimism in a Scottish girls’ school: Habitus and the (re)production of global privilege
Forbes, Joan and Lingard, Bob. (2015). Assured optimism in a Scottish girls’ school: Habitus and the (re)production of global privilege. British Journal of Sociology of Education. 36(1), pp. 116 - 136. https://doi.org/10.1080/01425692.2014.967839
The OECD and the expansion of PISA: New global modes of governance in education
Sellar, Sam and Lingard, Bob. (2014). The OECD and the expansion of PISA: New global modes of governance in education. British Educational Research Journal. 40(6), pp. 917 - 936. https://doi.org/10.1002/berj.3120
Two contrasting Australian Curriculum responses to globalisation: What students should learn or become
Lingard, Bob and McGregor, Glenda. (2014). Two contrasting Australian Curriculum responses to globalisation: What students should learn or become. Curriculum Journal. 25(1), pp. 90 - 110. https://doi.org/10.1080/09585176.2013.872048
The activation, appropriation and practices of student-equity policy in Australian higher education
Peacock, David, Sellar, Sam and Lingard, Bob. (2014). The activation, appropriation and practices of student-equity policy in Australian higher education. Journal of Education Policy. 29(3), pp. 377 - 396. https://doi.org/10.1080/02680939.2013.839829
Re-articulating social justice as equity in schooling policy: The effects of testing and data infrastructures
Lingard, Bob, Sellar, Sam and Savage, Glenn C.. (2014). Re-articulating social justice as equity in schooling policy: The effects of testing and data infrastructures. British Journal of Sociology of Education. 35(5), pp. 710 - 730. https://doi.org/10.1080/01425692.2014.919846
Gendering in gender research in education: Methodological considerations
Martino, Wayne, Rezai-Rashti, Goli and Lingard, Bob. (2013). Gendering in gender research in education: Methodological considerations. International Journal of Qualitative Studies in Education. 26(4), pp. 391 - 399. https://doi.org/10.1080/09518398.2013.765616
Looking East: Shanghai, PISA 2009 and the reconstitution of reference societies in the global education policy field
Sellar, Sam and Lingard, Bob. (2013). Looking East: Shanghai, PISA 2009 and the reconstitution of reference societies in the global education policy field. Comparative Education. 49(4), pp. 464 - 485. https://doi.org/10.1080/03050068.2013.770943
The OECD and global governance in education
Sellar, Sam and Lingard, Bob. (2013). The OECD and global governance in education. Journal of Education Policy. 28(5), pp. 710 - 725. https://doi.org/10.1080/02680939.2013.779791
Ethical issues in cross-cultural research
Honan, Eileen, Hamid, Obaidul M., Bandar, Alhamdam, Phommalangsy, Phouvanh and Lingard, Bob. (2013). Ethical issues in cross-cultural research. International Journal of Research and Method in Education. 36(4), pp. 386 - 399. https://doi.org/10.1080/1743727X.2012.705275
Globalization, edu-business and network governance: The policy sociology of Stephen J. Ball and rethinking education policy analysis
Lingard, Bob and Sellar, Sam. (2013). Globalization, edu-business and network governance: The policy sociology of Stephen J. Ball and rethinking education policy analysis. London Review of Education. 11(3), pp. 265 - 280. https://doi.org/10.1080/14748460.2013.840986
'Catalyst data': Perverse systemic effects of audit and accountability in Australian schooling
Lingard, Bob and Sellar, Sam. (2013). 'Catalyst data': Perverse systemic effects of audit and accountability in Australian schooling. Journal of Education Policy. 28(5), pp. 634 - 656. https://doi.org/10.1080/02680939.2012.758815
Redistribution, recognition and representation: Working against pedagogies of indifference
Lingard, Bob and Keddie, Amanda. (2013). Redistribution, recognition and representation: Working against pedagogies of indifference. Pedagogy Culture and Society. 21(3), pp. 427 - 447. https://doi.org/10.1080/14681366.2013.809373
The impact of research on education policy in an era of evidence-based policy
Lingard, Bob. (2013). The impact of research on education policy in an era of evidence-based policy. Critical Studies in Education. 54(2), pp. 113 - 131. https://doi.org/10.1080/17508487.2013.781515
Managing oppositional masculinity politics: The gendering of a government-commissioned research project
Lingard, Bob, Martino, Wayne and Mills, Martin. (2013). Managing oppositional masculinity politics: The gendering of a government-commissioned research project. International Journal of Qualitative Studies in Education. 26(4), pp. 434 - 454. https://doi.org/10.1080/09518398.2013.765614
Languages, cultural capital and school choice: Distinction and second-language immersion programmes
Smala, Simone, Paz, Jesus Bergas and Lingard, Bob. (2013). Languages, cultural capital and school choice: Distinction and second-language immersion programmes. British Journal of Sociology of Education. 34(3), pp. 373 - 391. https://doi.org/10.1080/01425692.2012.722278