Action by reflective teachers within the democratic process calls for some knowledge of political structures and processes. For excellent introductions, see:
Kingdom, J. (1991) Government and Politics in Britain, Oxford: Polity Press
Coxall, B. and Robins, L. (1991) Contemporary British Politics, London: Macmillan
Byrne, T. (1992) Local Government in Britain, London: Penguin
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.
Bowe, R. and Ball, S. with Gold. A. (1992) Reforming Education and Changing Schools, London, Routledge
For a penetrating analysis of how education policy has been used to control teachers, see:
Ball, S. J. (1994) Education Reform: A Critical and Post-Structural Approach, Buckingham: Open University Press
The development of New Labour education policy in England can be seen quite transparently within:
Barber, M. (1996) The Learning Game: Arguments for an Education Revolution, London, Gollancz
For analyses of changes in the relationships of local authority policy makers, advisers and school governors respectively, see:
Heller, H. and Edwards, P. (1992) Policy and Power in Education: The Rise and Fall of the LEA, London: Routledge
Ranson, S. (1992) The Role of Local Government in Education, London: Longman
Beckett, C., Bell, L. and Rhodes, C. (1991) Working with Governors in Schools: Developing a Professional Partnership, Buckingham: Open University Press
Very useful advice on working with the media is available from:
Gurton, A. (1998) Press Here! Managing the Media for Free Publicity, Hemel Hempstead: Prentice Hall.
