Overview

Full Product Details

9781350193130

Table of Contents

Reviews

In this fascinating and provocative book Ruth Boyask produces strong philosophical arguments alongside empirical evidence to demonstrate the need to problematise the notion of public education being associated solely with the state’s public sector education. She illustrates how concepts of public benefit, public accountability and public services are changing within the evolving landscape of new types of public private partnerships in education. The book presents a compelling argument that principles of equality, democratic participation and social justice associated with the notion of the public good may not be restricted to particular governance structures. As such it makes an important contribution to the debate around reconceptualising public education. * Eva Lloyd OBE, Professor of Early Childhood, University of East London, UK * In this timely and thought-provoking book, Boyask challenges notions of the public in public education. Her robust empirical and theoretical work illustrates publicness (i.e. public accountability, public service and the public good) beyond state education contexts and draws attention to public education as pluralist, unbounded and conditional. Boyask calls for more nuanced accounts of the ideals and practices of the public within and beyond state and private education systems. Given the inequities generated by increasingly marketized systems of education, such accounts are critical in mobilising spaces of democracy and equity. This book is important reading for those interested in schooling and education as a public good * Amanda Keddie, Professor of Education, Deakin University, Australia * This book is invaluable in opening up the conversation on the very nature of what is meant by public in educational settings. It is timely in examining the complexity of the relationships between state and market, in its problematizing of normative and reductionist definitions of state and public education. Perhaps the most important contribution the book makes is to show that this policy context confuses and confounds common sense understandings of what is meant by public education, and is correct in indicating that we need a much more nuanced understanding of what is in the public interest, how the public is constituted and how we might define public education. * Jacqueline Baxter, Associate Professor in Public Policy and Management, The Open University, UK * T]he book deploys an exemplary research approach guided by critical theory and constructing an array of pertinent empirical material. * New Zealand Journal of Educational Studies *

In this fascinating and provocative book Ruth Boyask produces strong philosophical arguments alongside empirical evidence to demonstrate the need to problematise the notion of public education being associated solely with the state's public sector education. She illustrates how concepts of public benefit, public accountability and public services are changing within the evolving landscape of new types of public private partnerships in education. The book presents a compelling argument that principles of equality, democratic participation and social justice associated with the notion of the public good may not be restricted to particular governance structures. As such it makes an important contribution to the debate around reconceptualising public education. * Eva Lloyd OBE, Professor of Early Childhood, University of East London, UK * In this timely and thought-provoking book, Boyask challenges notions of the public in public education. Her robust empirical and theoretical work illustrates publicness (i.e. public accountability, public service and the public good) beyond state education contexts and draws attention to public education as pluralist, unbounded and conditional. Boyask calls for more nuanced accounts of the ideals and practices of the public within and beyond state and private education systems. Given the inequities generated by increasingly marketized systems of education, such accounts are critical in mobilising spaces of democracy and equity. This book is important reading for those interested in schooling and education as a public good * Amanda Keddie, Professor of Education, Deakin University, Australia * This book is invaluable in opening up the conversation on the very nature of what is meant by public in educational settings. It is timely in examining the complexity of the relationships between state and market, in its problematizing of normative and reductionist definitions of state and public education. Perhaps the most important contribution the book makes is to show that this policy context confuses and confounds common sense understandings of what is meant by public education, and is correct in indicating that we need a much more nuanced understanding of what is in the public interest, how the public is constituted and how we might define public education. * Jacqueline Baxter, Associate Professor in Public Policy and Management, The Open University, UK *

In this fascinating and provocative book Ruth Boyask produces strong philosophical arguments alongside empirical evidence to demonstrate the need to problematise the notion of public education being associated solely with the state's public sector education. She illustrates how concepts of public benefit, public accountability and public services are changing within the evolving landscape of new types of public private partnerships in education. The book presents a compelling argument that principles of equality, democratic participation and social justice associated with the notion of the public good may not be restricted to particular governance structures. As such it makes an important contribution to the debate around reconceptualising public education. * Eva Lloyd OBE, Professor of Early Childhood, University of East London, UK * In this timely and thought-provoking book, Boyask challenges notions of the public in public education. Her robust empirical and theoretical work illustrates publicness (i.e. public accountability, public service and the public good) beyond state education contexts and draws attention to public education as pluralist, unbounded and conditional. Boyask calls for more nuanced accounts of the ideals and practices of the public within and beyond state and private education systems. Given the inequities generated by increasingly marketized systems of education, such accounts are critical in mobilising spaces of democracy and equity. This book is important reading for those interested in schooling and education as a public good * Amanda Keddie, Professor of Education, Deakin University, Australia * This book is invaluable in opening up the conversation on the very nature of what is meant by public in educational settings. It is timely in examining the complexity of the relationships between state and market, in its problematizing of normative and reductionist definitions of state and public education. Perhaps the most important contribution the book makes is to show that this policy context confuses and confounds common sense understandings of what is meant by public education, and is correct in indicating that we need a much more nuanced understanding of what is in the public interest, how the public is constituted and how we might define public education. * Jacqueline Baxter, Associate Professor in Public Policy and Management, The Open University, UK * T]he book deploys an exemplary research approach guided by critical theory and constructing an array of pertinent empirical material. * New Zealand Journal of Educational Studies *

Author Information

Ruth Boyask is Senior Lecturer at Auckland University of Technology, New Zealand, where she does research and teaches on postgraduate programmes in education. Previously, she was Lecturer in Education Studies at the University of Plymouth, UK, and remains a member of Council for the British Educational Research Association.

Tab Content 6

Customer Reviews

Recent Reviews

Countries Available