Produktdetaljer
Biografisk notat
Neville Harris is Professor of Law at the University of Manchester.This is ‘law in context’ scholarship at its finest. … It will be an invaluable tool for anyone undertaking research into any of the plethora of issues, debates and areas of legal practice covered here; for lawyers and non-lawyers alike. For child and family lawyers – for whom education law is still sometimes perceived as in some ways a marginal subject – it is not only an essential source but a reminder of the centrality of education in the lives of children and parents alike. It is also a reminder that education law disputes reveal and provoke the questions, and test to the limits the prevailing answers, about the fundamental nature of the relationships between parents, children and the state.
- Daniel Monk, Birkbeck, University of London, Child and Family Law Quarterly
It is a fascinating read, informative and thought-provoking in equal measure, and – unlike a standard legal text – really repays a cover to cover read ... <i>Education, Law and Diversity</i> is as comprehensive as it is ambitious, easy to read despite being in-depth, and well structured and laid out in just nine (admittedly lengthy) main chapters. A real <i>tour de force</i>!
- Iain Nisbet, Journal of the Law Society of Scotland
An important contribution to our collective understanding of the domestic enforcement of the right to education … Overall, this is an excellently written and well-researched contribution, which contains a detailed examination of education law, policy and case law relating to the provision of education in England. This book is further characterised by a commendable scholarly rigour which sets it apart in terms of the detail and precision afforded to the examination of the legal development, and provision, of the right to education in England.
- Amel Alghrani, Seamus Byrne and Deborah Tyfield, Legal Studies
1. Children’s Education and the Law in a Diverse Society
I. Introduction
II. Rights
III. Integration, Identity and Multiculturalism
IV. Conclusion
2. Responsibility for Children’s Education
I. Introduction
II. Th e State’s Role in Supporting Access to Education
III. Conclusion
3. Institutional Diversity in a Developing Schools System
I. Introduction
II. State Education: Separate National Systems within the UK
III. Schools and Education: Th e Role of the State 1870–1980
IV. Towards a More Diverse Schools System: 1980–1997 7
V. Diversity and Control of Schools Under ‘New Labour’ 1997–2010
VI. A New ‘Moral Order’? Education Reform Since 2010
VII. Conclusion
4. Equal Access for Children to Education Settings
I. Introduction
II. Equality and the Right to Education
III. Th e Equality Act 2010 and Children’s Education
IV. Conclusion
5. School Admission Policies and Decisions
I. Introduction
II. ‘Pupils are to be Educated in Accordance with the Wishes of their Parents’
III. Fair Admissions?
IV. Th e Implications of School Preference
V. Conclusion
6. Secular Education in the State Sector: A Curriculum for All?
I. Introduction
II. Centralisation and a National Curriculum
III. ‘Fundamental British Values’ and Countering Extremism
IV. Sex and Relationships Education and Health Education
V. Conclusion
7. Religion in the School Curriculum
I. Introduction
II. Religious Education
III. Collective Worship
IV. Creationism and ‘Intelligent Design’
V. Conclusion
8. Education Outside the State Sector
I. Introduction
II. Regulation and Control of the Curriculum in Independent Schools
III. Home Education and Unregistered Schooling
IV. Conclusion
9. Special Educational Needs: Voice, Place and Choice
I. Introduction
II. SEND and Children and Young People in England
III. Voice
IV. Place
V. Choice
VI. Conclusion
10. Conclusion: Schooling for One and All?