Returning to the Long Revolution The Crisis of Recognition
Produktdetaljer
Biografisk notat
Stewart Ranson has made understanding change in public governance the focus of his research: in the 1970s the reorganisation of local authorities from differentiated professional organisation to corporate management; in the 1980s implementing local management enabling schools to respond to public choice; in the 1990s studies of parent participation in school forums and governing bodies forging partnership in place of detachment; beyond 2000, research into new patterns of community governance with schools, colleges and community centres working together to meet local needs. He was Professor of Education at Warwick University (2005-9), the UK, and an Associate Fellow of the Institute of Governance and Public Management in the Business School (2009-2012), the UK. Previously at the University of Birmingham, the UK, he was a researcher and lecturer at the Institute of Local Government Studies for fifteen years before being appointed as Professor of Education in the School of Education (1989-2004). He is now Professor Emeritus at the University of Warwick (2009-).'This is a monumental work, distilling Stewart Ranson's tough thinking and path-breaking research over a long career. Analysing the historic struggles for social justice, Ranson (in the tradition of Raymond Williams) re-imagines the challenge required to create a political order of social democracy and mutual recognition.'Professor John BeningtonFormerly Director of the Institute of Governance and Public Management, the University of Warwick.'This book offers a crucial analysis of the historic struggles for social democracy and democratic education.'Professor Sally TomlinsonSenior Research Fellow in the Department of Education, the University of Oxford.'At times the high level of abstraction in which arguments can be couched makes for a demanding read, but [t]his book will be of especial interest and service to students of governance and politics at degree level, and all the more if the publisher adds an index to any second edition. Sixth Form students of C19th and C20th history, and their teachers, will gain much from the illuminating and critically-edged survey of that long struggle for the common good based on 'the conception of equal social worth, grounded in common community membership' (p10) which comprises almost the whole of the book's first half.' Patrick YarkerEditor of Forum, UK.