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Policy on School Diversity: Taking an Existential Turn in the Pursuit of Valued Learning?

Woods, Philip A. and Woods, Glenys J. (2002). Policy on School Diversity: Taking an Existential Turn in the Pursuit of Valued Learning? British Journal of Educational Studies, 50(2) p. 254.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1111/1467-8527.00201
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Abstract

This paper develops a 'conceptual map' by which to chart contemporary developments in policy on school diversity. In part this has been prompted by the prospect in England of (private) Steiner schools becoming more closely involved in mainstream state-funded education. Whilst generated principally by policy developments within the UK, the conceptual thinking may also have wider applicability. We conceptualise diversity in the context of a differentiating public domain and a concern with existential questions which, arguably, persists in educational policy even where narrow 'performative' criteria are dominant. Four diversity models are outlined and a policy path over time suggested in relation to these. We suggest that this may be leading towards diversity policy which affords greater recognition to different conceptions of valued learning and encourages co-operative exploration of thesse, though it is acknowledged that there remain strong contrary pressures.

Item Type: Journal Article
ISSN: 0007-1005
Academic Unit/Department: ?? fels-cepm ??
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 1107
Depositing User: Users 12 not found.
Date Deposited: 24 May 2006
Last Modified: 02 Dec 2010 19:45
URI: http://oro.open.ac.uk/id/eprint/1107
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