- Paperback / softback, 224 pages, 210 mm x 148 mm
- 1 Sep 2008
- Institute of Education
Bryan Cunningham is Director of Quality Assurance and Enhancement in the Institute of Education, University of London’s Faculty of Policy and Society. He also leads the EdD module ‘Foundations of Professionalism’. He was formerly course leader for the master’s in teaching and learning in higher and professional education.
Deborah Andrews has worked in or around education since graduating in English from Oxford in the 1970s. She went from educational publishing into teaching and, since completing her doctorate at the Institute of Education, University of London, where her supervisor was Bryan Cunningham, has worked in widening participation in higher education, first at King’s College London and now at Queen Mary University of London, where she is Peer Mentoring Coordinator.
Stephen J. Ball
Stephen J. Ball is Karl Mannheim Professor of the Sociology of Education at the Institute of Education, University of London. His work is in ‘policy sociology’ and he has conducted a series of ESRC-funded studies which focus on issues of social class and policy. His publications include Education Plc (Routledge, 2007) and Education Policy and Social Class (Routledge, 2006), and with Carol Vincent, Childcare Choice and Class Practices (Routledge, 2005).
At the time of publication, Ronald Barnett was Pro-Director for Longer Term Strategy and Professor of Higher Education at the Institute of Education, University of London. His work has been principally that of developing a social philosophy of higher education. His books include A Will to Learn: Being a student in an age of uncertainty (OUP, 2007); The Idea of Higher Education (OUP, 1990); and Realizing the University in an Age of Supercomplexity (OUP, 2000), among others.
Penny Jane Burke
At the time of publication, Penny Jane Burke was Head of Department of Educational Foundations and Policy Studies at the Institute of Education, University of London. She was course tutor on the MA in higher and professional education, which offers a broad approach to understanding changes in higher education in relation to interdisciplinary theoretical frameworks, policy developments and professional practices. She was also the Chair of the Institute’s Widening Participation Committee.
At the time of publication, David Crook was Senior Lecturer in History of Education at the Institute of Education, University of London, a former Secretary of the UK History of Education Society and joint editor designate of History of Education. A former secondary school teacher, he has published widely, especially in the fields of selective and comprehensive secondary education and teacher training.
Christine Edwards worked in London comprehensive schools and further education colleges for 16 years before joining the Open College Network, where she worked on developing access to higher education programmes. Christine has taught on a number of teacher education programmes at the Institute of Education, University of London.
Ingrid Lunt is Professor of Educational Psychology and Director of Graduate Studies at the University of Oxford, Department of Education. Prior to moving to Oxford, she was Dean of the Doctoral School at the Institute of Education, University of London.
Louise Morley is a Professor of Education and Director of the Centre for Higher Education and Equity Research (CHEER) at the University of Sussex. Her previous posts were at the Institute of Education, University of London, the University of Reading and the Inner London Education Authority. Louise has international interests in the field of sociology of higher education studies.
Sally Power is Professorial Fellow at the Cardiff University School of Social Sciences. Previously, she was head of the School of Educational Foundations and Policy Studies at the Institute of Education, University of London. She has extensive experience of working with professionals on a variety of master's and doctoral programmes.
Geoff Whitty was Director of the Institute of Education, University of London, 2000-2010. His main areas of teaching and research are the sociology of education, education policy and teacher education. He has led evaluations of major educational reforms in the UK, including the assisted places scheme, changes in initial teacher education and provision for pupil voice in schools.
At the time of publication, Professor Sir David Watson was Professor of Higher Education at the Institute of Education, University of London. Between 1990 and 2005 he was Vice-Chancellor of the University of Brighton.
Foreword by Professor Sir David Watson
Notes on contributors
1 Consciousness in transition: the experience of doctoral study by Deborah Andrews and Christine Edwards
2 Some historical perspectives on professionalism by David Crook
3 Changing modes of teacher professionalism: traditional, managerial, collaborative and democratic by Geoff Whitty
4 Performativity, privatisation, professionals and the state by Stephen J. Ball
5 Ethical issues in professional life by Ingrid Lunt
6 The micropolitics of professionalism: power and collective identities in higher education by Louise Morley
7 The challenges of widening participation for professional identities and practices by Penny Jane Burke
8 The imaginative professional by Sally Power
9 Critical incidents in professional life and learning by Bryan Cunningham
10 Critical professionalism in an age of supercomplexity by Ronald Barnett
This book provides several new perspectives on professionalism, which I look forward to thinking through in depth.
This is an exceptionally interesting collection of essays on a theme of central significance in contemporary education. The range of perspectives is broad, the questions addressed are complex and the analysis is incisive. It is further evidence of the emerging significance of the professional doctorate (the origin of these contributions was lectures to such a programme) and the Institute of Education is to be congratulated on making the results available to a wider audience.
These are testing times for the professions. They are widely regarded politically as roadblocks to modernisation and reform and governments have legislated accordingly. As a consequence of this, we have seen the steady incorporation of professionalism into managerialism as a mode of organising work in complex social and economic systems. It is thus an appropriate time to give deep consideration to the future of the professions. This has been admirably fulfilled in this collection. The issues of professional knowledge, institutions, power, ethics, work-patterns and identities are explored afresh in this scholarly work.
This book has much to say about professionalism in other professions, from which academics can profit if they themselves want to achieve a greater professionalism.
The inclusion of this title in core or recommended reading lists for academic courses focussing on professional learning is worthy of consideration.