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Education Crisis


Friday 7th September, 2012

SRHE, 73 Collier Street, London N1 9BE

11.30-4.30 (lunch served after the first presentation)


There is a perception among the continental European academic community that a single Anglo-Saxon intellectual world exists, united by a common language and culture. This seminar contributes towards putting that assumption to the test. Is Australasian research into higher education in fact distinct from that carried out in other Anglophone contexts? Do Australasian researchers bring to their work culturally- and geographically-influenced perspectives that elude or challenge their UK-based colleagues? To address these – and other – questions about ‘Antipodean’ analyses, the SRHE’s International Research and Researchers Network is pleased to host a seminar in which three Australasian-based academics talk about their current work, and UK-based Australian, Professor Susan Robertson from the University of Bristol, responds as discussant.


The rise and rise of higher education and research in East Asia, and some implications for comparative analysis

Professor Simon Marginson, University of Melbourne, Australia

Investment in research and development in East Asia and Singapore now exceeds that of the UK and Europe. The rate of growth in science is astonishing, and many ‘World class universities’ have emerged. East Asian developments (and potential developments in other geo-spatial regions) suggest that the universal templates for comparative education need to be rethought. Global modernisation is associated with convergent political economies that are nonetheless articulated through distinctive political-cultural configurations. This presentation will address these, and other, related, issues.


Research into doctoral pedagogy, practice and process-towards-product

Dr Susan Carter, Centre for Academic Development, University of Auckland, New Zealand

Research on doctoral pedagogy focuses on a range of intriguing aspects: personal experience; institutional policy and rhetoric; pedagogy; and product. In this presentation, Dr Carter critiques the changing nature of the social negotiations that the doctorate makes. Her perspective on the social and personal representation of the thesis is generic: she shows the tensions between the generic requirements for a thesis, the discipline/epistemological demands, and the authorial desire for an authentic voice.


Do we want to overcome the failure of feedback? New analyses for new times

Professor David Boud, University of Technology, Sydney, Australia

Criticism by students about feedback has long dominated student surveys. Poor perceptions of feedback have generated many simplistic exhortations and prescriptions. Less visibly, research literature now offers increasingly well-founded advice about what might be done to improve feedback in courses. The problem, though, is that this research points not to incremental change but to challenges to cherished assumptions about what HE teachers do. This presentation will address what are these new ways of thinking about feedback, and what implications they have for how HE teaching and learning is organised.


Event booking details

To reserve a place at this seminar please register at:, or telephone +44 (0) 207 427 2350.  

SRHE events are open to all and free to SRHE members as part of their membership package. The delegate fee for non-members is £25 up until 31 July and £45 from 1 August. Non-members wishing to join the Society may do so at the time of registration and the delegate fee will be waived. Please note that places must be booked in advance and that a £45 fee for non-attendance will be charged if a place has been reserved but no notice of cancellation/non-attendance has been given in advance.


Yours sincerely

Francois Smit

SRHE Event Manager

Society for Research into Higher Education

73 Collier Street

London N1 9BE

Telephone 0207 427 2350

Fax number 0207 278 1135




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Europeanizing Education


Published recently…

Europeanizing Education: governing a new policy space


2012 paperback 172 pages US$48.00
ISBN 978-1-873927-61-8

IN STOCK NOW,  FREE delivery on all orders
All books are sent AIRMAIL worldwide

Click here to view further information and to order this book

The study of common and diverse effects in the field of education acrossEuropeis a growing field of inquiry and research. It is the result of many actions, networks and programmes over the last few decades and the development of common European education policies. Europeanizing Education describes the origins of European education policy, as it metamorphosed from cultural policy to networking support and into a space of comparison and data. The authors look at the early development and growth of research networks and agencies, and international and national collaborations. The gradual increase in the velocity and scope of education policy, practice and instruments acrossEuropeis at the heart of the book.

The European space of education, a new policy space, has been slowly coaxed into existence; governed softly and by persuasion; developed by experts and agents; and de-politicized by the use of standards and data. It has increasing momentum. It is becoming a single, commensurable space on a rising tide of indicators and benchmarks. The construction of policy spaces by the European Union makesEuropegovernable: policy spaces have to be mobilized by networks of actors and constructed by comparative data. They are the result of transnational flows of people, ideas and practices across European borders; the direct effects of European Union policy; and, finally, the Europeanizing effect of international institutions and globalization.

The European space of education and research has become a new place of work through interconnected institutions, networks and companies, and it is being constructed through the flow of policy ideas, knowledge and practices from place to place, sector to sector, organization to organization, and across borders. This book will be useful to any scholar of the new arena of study, the European Space of Education.


1 Introduction
A Single Space? Comparison and Complexity; Networks and Standards; The Creation of the European Education Space; The Importance of ‘Soft’: networks, space and meaning; Concluding: main points of the argument

2 Research and Policy in European Education: the first stage
Europe in Competition; Mid-Twentieth-Century European Research Formation; Research Projects; Developing European Research Institutions and Skills; UNESCO and the Comparativists; The International Association for the Evaluation of Educational Achievement (IEA) and Surveys; The International Institute for Educational Planning (IIEP) and Educational Statistics; The Idea of a Common Project; Janne Report; Conclusion

3 Chaotic Uniformity: the rise of the European dimension in education, 1970-2000
Governing by Cooperation; Culture and Affinity; From Chaotic Uniformity to Networked Cooperation

4 Governing Education: the use of persuasive and unobtrusive power in the European Union
Introduction; Governing Associations Softly; Associations and Networks; Experts and Associations – EERA; Building a Platform: fluidity and stability in EERA; Finding a Platform – EERA; Idea of the Space and the Platform; Conclusion

5 Governance by Experts and Standards?
Using Experts; Ideas Brokers; Building a System through Standards; Assembling a Learning Space: data and platforms; Final Point

6 Second Wave Policy in European Union Education, 2000-2010
From Education to Learning: the role of data; Measuring Europe:Lisbon (2000) and after; ‘Key Data on Education inEurope’: an overview of the Eurydice Reports of 2000, 2002 and 2005; Conclusion

7 The New Political Work of Calculating Education
Constructing Data: European agencies; Eurostat; Eurydice; Constructing Europe: the role of actors; Concluding Comments

8 The OECD as an Agent of Europeanization in Education: the impact of international education assessment tools
Introduction; OECD and the Politics of Comparison; The Programme for International Student Assessment; The Case of Finland; The Case of Germany; The Case of the United Kingdom; PISA and Europe; Discussion

9 School Self-evaluation as Travelling Policy across Europe: the role of the Scottish Inspectorate and SICI
Introduction; From the View of the Local: school self-evaluation inScotland; SSE as a Travelling Policy: the Role of SICI; SICI: the beginnings; Self-Evaluation and SICI; Discussion

10 Conclusions

Notes – References – Notes on the Authors

Related titles:

Globalisation and Europeanisation in Education ROGER DALE & SUSAN ROBERTSON

An Atlantic Crossing? The Work of the International Examination Inquiry, its Researchers, Methods and Influence MARTIN LAWN

Materialities of Schooling: design, technology, objects, routines MARTIN LAWN & IAN GROSVENOR

Modelling the Future: exhibitions and the materiality of education MARTIN LAWN

PO Box 204, Didcot, Oxford OX11 9ZQ, United Kingdom,

Specialist publishers of Comparative and International Education.
Please see our online catalogue at for bibliographical details, contents pages, and a secure order form.


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Critical Hope


Points-Based Immigration in Context: Research and Campaign Strategies

Conference 16th October 2010
University of London Union
Malet Street
London WC1

This conference will present new research on issues related to the points-based immigration system (PBIS) as it affects Further and Higher Education. This is a system that unfairly restricts the ability of international students and staff to come to the UK, turns staff into immigration officials and treats international students as potential threats to national security.

The conference will assess:

a) The wider significance of immigration;

b) The full consequences of PBIS on the university;

c) The characteristics of new systems of regulation and surveillance in universities and colleges.

The conference aims to offer both expertise in research but also a focus for campaigners who object to the fundamentally discriminatory nature of the rules.


Les Back (Goldsmiths)

Tom Hickey (Brighton)

Georg Menz (Goldsmiths)

Liz Fekete (Institute of Race Relations)

Edgar Whitley (LSE)

Valerie Hartwich (Manifesto Club)

Joel Heyes (UKBA worker and PCS rep)

Susan Robertson (Bristol)

Andy Goffey (Middlesex)

Su-Anne Yeo (Goldsmiths)

Clare Solomon (ULU)

This event is free of charge. Please go to the ‘contact’ page to register:

Supported by Universities and Colleges Union, University of London Union, Manifesto Club and the Centre for Cultural Studies, Department of Politics, Department of Media & Communications at Goldsmiths

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Education Crisis


Journal of Education Policy – After 25 Years

2010 is the 25th year of JEP. To mark the occasion we will running a special seminar and publishing a special issue of the Journal.

JEP25 Seminar, 24th June 2010, Institute of Education, London

Education, Capitalism and Crisis

The day will be organised around and in response to Andrew Gamble’s recently published book The Spectre at the Feast: Capitalist Crisis and the Politics of Recession, and Professor Gamble will introduce the seminar.  Also taking part are: Susan Robertson, David Hartley, John Clarke and Janet Newman, Ivor Goodson (other speakers to be confirmed).

Places will be limited: to book  a place email:

Stephen J Ball FBA AcSS
Karl Mannheim Professor of Sociology of Education
Editor Journal of Education Policy
Education Foundations and Policy Studies
Institute of Education
University of London
20 Bedford Way
London WC1H 0AL
United Kingdom

Institute of Education, University of London

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Revolutionizing Pedagogy: Education for Social Justice Within and Beyond Global Neo-Liberalism

Edited by Sheila Macrine, Peter McLaren and Dave Hill

Palgrave Macmillan, Marxism and Education Series, 2010, ISBN: 978-0-239-60799-6


Preface: Martha Montero-Sieburth

Introduction: Sheila Macrine, Peter McLaren, and Dave Hill


A Wolf in Sheep’s Clothing, or a Sheep in Wolf’s Clothing: Resistance to Educational Reform in Chile: Jill Pinkney Pastrana

Education Rights, Education Policies and Inequality in South Africa: Salim Vally, Enver Motala, and Brian Ramadiro

Taking on the Corporatization of Public Education: What Teacher Education Can Do: Pepi Leistyna

Revolutionizing Critical Pedagogy: The Struggle against the Oppression of Neoliberalism – A Conversation with Peter McLaren: Sebastjan Leban and Peter McLaren


Class, Capital and Education in this Neoliberal and Neoconservative Period: Dave Hill

Hijacking Public Schooling: The Epicentre of Neo Radical Centrism: João Paraskeva

Defending Dialectics: Rethinking the Neo-Marxist Turn in Critical Education Theory: Wayne Au

Critical Teaching as the Counter-Hegemony to Neo-liberalism: John Smyth

Empowering Education: Freire, Cynicism and a Pedagogy of Action: Richard Van Heertum

Teachers Matter…Don’t They? Placing Teachers and Their Work in the Global Knowledge Economy: Susan L. Robertson

Afterword: After neoliberalism: Which way capitalism? David Hursh

List of Contributors



“An extraordinary emancipatory work: bravely negotiating the globalized toxic ruins of neo-liberalism. This is a liberatory project that embraces building a more just and democratic social world, transforming the ashes of oppressive pedagogical practices into a universe of critical and creative revolutionary possibility.”–Karen Anijar, Professor Emeritus, Arizona State University

“This volume provides both a much-needed political and economic critique of the dominant neoliberal reforms in the economy and education, and a theoretical and pedagogical path towards a democratic society and schools. I commend the contributors for their intellectual and political courage.”–David Hursh, University of Rochester, and author of High-Stakes Testing and the Decline of Teaching and Learning

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