EDUCATION FOR THE GOOD SOCIETY - Support

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ContentsContributors 4Foreword by Lisa Nandy MP 5Introduction by Neal Lawson and Ken Spours 61. Education for the Good Society: an expansive vision, Neal Lawson and Ken Spours 82. Historical perspectives, Jane Martin and Gary McCulloch 143. Education and fairness, Rebecca Hickman 194. Education and gender, Becky Francis 225. Well-being and education, Charles Seaford, Sorcha Mahony and Laura Stoll 266. Education for sustainability, Teresa Belton 307. Schools for democracy, Michael Fielding 348. What kind of society values adult education? Tom Sperlinger 409. Lifelong learning: chimera, head-nodder or awkward customer? Tom Schuller 4410. Education and the economy, Ewart Keep 4911. Re-taking the high ground: steps towards a persuasive progressiveposition on schooling, Martin Yarnit 5312. Rethinking the comprehensive ideal – new ways of conductingeducational politics, Ken Spours 583
ContributorsLisa Nandy is Labour MP for Wigan and amember of the Education Select CommitteeTeresa Belton is Senior Research Associate atthe Centre for Applied Research in Education,School of Education and Lifelong Learning,University of East Anglia.Michael Fielding is an Emeritus Professor at theInstitute of Education, University of London.Becky Francis is Director of Education at theRSA and a visiting professor at King’s CollegeLondon and Roehampton University.Rebecca Hickman works as a freelancecommunications consultant and writer in thepublic and voluntary sectors, dividing her timebetween the UK and South Africa.Ewart Keep is a professor and deputy directorof the ESRC Centre on Skills, Knowledge andOrganisational Performance at the School ofSocial Sciences, Cardiff University.Neal Lawson is Chair of Compass.Sorcha Mahony is a researcher at the Centre forWell-being at the New Economics Foundationand is currently working on projects on thebarriers to achieving population-wide well-beingand on children’s well-being.Jane Martin is a professor at the Institute ofEducation, University of London.Gary McCulloch is the Brian Simon Professor ofHistory of Education at the Institute of Education,University of London.Charles Seaford is Head of the Centre for Wellbeingat the New Economics Foundation.Tom Schuller is director of Longview, a thinktank promoting longitudinal and life courseresearch, and a visiting professor at theUniversity of Edinburgh, Birkbeck, Universityof London, and the Institute of Education,University of London.Tom Sperlinger is Director of Lifelong Learningin the English Department at the University ofBristol.Ken Spours is a professor at the Institute ofEducation, University of London.Laura Stoll is a researcher at the Centre for Wellbeingat the New Economics Foundation; sheco-ordinates the All-Party Parliamentary Groupon Well-being Economics.Martin Yarnit (www.martinyarnitassociates.com) is an educational innovator specialising ineducation and urban regeneration.4 | www.compassonline.org.uk
Page 1 and 2: Educationfor theGoodSocietyThe valu
Page 3: Acknowledgements:Compass would like
Page 7 and 8: IntroductionEducation for the Good
Page 9 and 10: 1 This article has been developedou
Page 11 and 12: 8 See Ann Hodgson, Ken Spoursand Ma
Page 13 and 14: 13 The most comprehensiverecent res
Page 15 and 16: 1 See for example B. Simon, ‘Cane
Page 17 and 18: 10 J. Martin, Making Socialists: Ma
Page 19 and 20: the poorest homes (as measured by e
Page 21 and 22: 1 In 2008, 15 per cent ofacademies
Page 23 and 24: 1 Angela McRobbie, The Aftermathof
Page 25 and 26: 8 Christine Skelton, Schooling theB
Page 27 and 28: 1 See www.education.gov.uk/b0065507
Page 29 and 30: 13 Barbara Fredrickson, ‘Therole
Page 31 and 32: 6. Education forsustainabilityTeres
Page 33 and 34: well as cognitively. Real understan
Page 35 and 36: 7. Schools fordemocracyMichael Fiel
Page 37 and 38: and joyful relations between person
Page 39 and 40: 8 Wilfred Carr and AnthonyHartnett,
Page 41 and 42: 1 Winston Churchill, quoted inNIACE
Page 43 and 44: 9 See http://news.bbc.co.uk/1/hi/ed
Page 45 and 46: 1 The Learning Age: A Renaissancefo
Page 47 and 48: nities, and not have the public-pri
Page 49 and 50: 4 Engineering flexibility: a system
Page 51 and 52: other countries to require their re
Page 53 and 54: 6. Remember that many of the outcom
Page 55 and 56:
2 Adrian Elliott, State SchoolsSinc
Page 57 and 58:
4 Peter Hyman, ‘Fear on the front
Page 59 and 60:
12. Rethinking thecomprehensive ide
Page 61 and 62:
training, be part of a local system
Page 64:
About CompassCompass is the democra
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