Social and Economic

“The social and economic purposes of education have been collapsed into a single, overriding emphasis on policy-making for economic competitiveness and increasing neglect or sidelining (other than in rhetoric) of the social purposes of education” (Ball, 2013: 14).

Using a range of literature and theoretical principles from your learning on the module, critically analyze the above statement making reference to the following key themes:

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 The nature of education;
 The purposes of education;
 Influences on the nature and purposes of contemporary education.

 Decide on your context. Will you be taking a UK perspective, or will you focus on another nation or context? Alternatively, you may decide to undertake a comparative analysis between two or more nations or contexts.
 Will you be focusing on a particular age group or stage of education (eg early years, high school, higher education). State this.
 How will you define the social and economic purposes of education? Do they differ? Explain this. Please avoid dictionary definitions. Research how scholarly books and articles discuss the social and economic purposes of education, develop a short discussion around this, and conclude this discussion with your choice of definition.
 What do you know about the policy implementations that have taken place in your chosen context? Eg – focus on skills, influences of business and economic policy, methods used by teachers and other education staff. You should look at policy documents and journal articles for the most up-to-date and relevant research and commentaries, but there may be some seminal work in the textbook.

Write a 3,000 word essay

Assessment Criteria: %
1. Critical analysis of a range of relevant literature and theoretical principles. 30
2. Range and scope of literature used as a reference point for critical analysis, and its incorporation into the assignment using the Harvard referencing system.


3. Demonstrates a conceptual understanding of theoretical principles used to develop an argument.


4. Writing skills, synthesis of theory and policy, communication, initiative, presentation, and independent learning.



 Please make sure your own voice is present in the arguments you are presenting
– do not simply reproduce what others have said.
 Please make sure there is an evidence base for your arguments.
 This is not a reflective piece of work, so avoid personal anecdotes. You will find it helpful to write passively (it could be argued… the definition of attainment is highly contested…) NOT In my opinion… In my experience… I believe… (please see the academic skills webpages for tips, or look at

Required Reading

Curtis, W., Ward, S., Sharp, J., & Hankin, L. (Eds.). (2013). Education Studies: An Issue-Based Approach. Learning Matters.
Matheson, D. (Ed.). (2014). An introduction to the study of education. London: Routledge.
Miller, J. P., Nigh, K., Binder, M. J., Novak, B., & Crowell, S. (Eds.). (2018). International handbook of holistic education. London: Routledge.
Simon, C. A., & Ward, S. (Eds.). (2019). A Student's Guide to Education Studies: A Student's Guide. London: Routledge.

Recommended Reading

Ball, S. (2008) The Education Debate. Bristol. Policy Press.
Ball, S. (2007) Education plc. London: Taylor and Francis.
Benn, M. (2012) School Wars: The Battle for Britain’s Education. London: Verso.
Carr, D. (2012) Making Sense of Education An Introduction to the Philosophy and Theory of
Education and Teaching. London: Taylor and Francis.

Curren, R. (ed.) (2007) Philosophy of Education. An Anthology. Oxford: Blackwell.
Dale, J., and Hyslop- Margison, E.J. (2010) Paulo Freire: Teaching for Freedom and Transformation. London: Springer.
Curtis, W., Ward, S., Sharp, J., & Hankin, L. (Eds.). (2013). Education Studies: An Issue
Based Approach. Learning Matters.
Derienzo, H. (2012) ‘Power & Democracy –Lessons Learned’ in Defilippis, J., and Saegert,
S. (eds) The Community Development Reader. London: Routledge.
Freire, P. (2009) Pedagogy of the Oppressed. London: Continuum Publishing Corporation.
Giroux, H. (2018). Pedagogy and the politics of hope: Theory, culture, and schooling: A
critical reader. London: Routledge.
Giroux, H. (2011) On Critical Pedagogy. London: Continuum Publishing Corporation.
Haynes, J. and Gale, K. (2014) Philosophy and Education: an introduction to key questions
and themes. London: Routledge
Israel, J. (2010) A Revolution of the Mind: Radical Enlightenment and the Intellectual Origins of
Modern Democracy. Woodstock: Princetown University Press.

Jardine, D. W. (2017). Back to the basics of teaching and learning: Thinking the world together.
London: Routledge. Jardine, D. W. (2016). In praise of radiant beings: A retrospective path through education, Buddhism, and ecology. New York: IAP. Jickling, B., Blenkinsop, S., Timmerman, N., & Sitka-Sage, M. D. D. (Eds.). (2018). Wild pedagogies: Touchstones for re-negotiating education and the environment in the Anthropocene. New York: Springer.
Lauder, H., Brown, P., Dillabough, J. and Halsey, A.H. (eds) (2006) Education, Globalization, and Social Change. Oxford: Oxford University Press.
Miller, J. P., Nigh, K., Binder, M. J., Novak, B., & Crowell, S. (Eds.). (2018). International handbook of holistic education. London: Routledge.
Seidel, J., & Jardine, D. W. (2016). The ecological heart of teaching: Radical tales of refuge and renewal for classrooms and communities. Peter Lang.
Seidel, J., & Jardine, D. W. (2014). Ecological pedagogy, Buddhist pedagogy, hermeneutic pedagogy: Experiments in a curriculum for miracles. Peter Lang.
Sterling, S. (2009). Sustainable education. Science, society, and sustainability: Education and empowerment for an uncertain world, 105-118.
Sterling, S. (2001). Sustainable Education: Re-Visioning Learning and Change. Schumacher Briefings. Bristol: Schumacher UK.

The literature review should be done from the above reading list. For more information on Social and Economic check on this:

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