Reflective teaching and the democratic process

Action by reflective teachers within the democratic process calls for some knowledge of political structures and processes. For excellent introductions, see:

But how, more specifically, is education policy formed? Bowe, Ball and Gold (Reading 17.7) offer an analysis of three ‘contexts of policy making’ - macro-political influence, text construction by government agencies and actual practice in LEAs, schools and classroom. They show how policy-making is open to shaping and challenge at each stage.

For a penetrating analysis of how education policy has been used to control teachers, see:

The development of New Labour education policy in England can be seen quite transparently within:

For analyses of changes in the relationships of local authority policy makers, advisers and school governors respectively, see:

Very useful advice on working with the media is available from: