Table of Contents

Foreword Stephen J. Ball, Meg Maguire and Ivor F. Goodson 1. Introduction: After the crash Andrew Gamble 2. Summoning spectres: crises and their construction John Clarke and Janet Newman 3. Is greed still good? Was it ever? Exploring the emoscapes of the global financial crisis Jane Kenway and Johannah Fahey 4. The global economic crisis, poverty and education: a perspective from India Geetha B. Nambissan 5. Governments and education reform: some lessons from the last 50 years Ben Levin 6. Accountability for public expenditure under Building Schools for the Future Jean Shaoul, Anne Stafford and Pamela Stapleton 7. After the fall: educational contracting in the USA and the global financial crisis Patricia Burch 8. Times of educational change: towards an understanding of patterns of historical and cultural refraction Ivor F. Goodson 9. The global economic crisis and educational development: responses and coping strategies in Asia Ka Ho Mok 10. Rhetorics of regulation in education after the global economic crisis David Hartley 11. Crisis, what crisis? Ken Jones

About the Author

Stephen Ball is the Karl Mannheim Professor of Sociology of Education at the Institute of Education, University of London, UK and a Senior Research Fellow at the Department of Education, University of Oxford, UK. He is the author of The Education Debate: Policy and Politics in the 21st Century (2008) and Education Plc: Private Sector Participation in Public Sector Education (2007).


Meg Maguire is Professor of Sociology of Education at King’s College London, UK. She is co-author of Becoming a Teacher: Issues in Secondary Teaching (2011) and Changing Urban Education (2010).


Ivor Goodson is Professor of Learning Theory at the University of Brighton, UK and Research Associate at the Von Hugel Institute, University of Cambridge, UK. He is author of Through the Schoolhouse Door (2010) and Investigating the Teacher’s Life and Work (2008).

Reviews

'The most insightful paper in this collection, for me at least, was that by Goodson which focuses on the narratives of educational reform in several European countries. He suggests that what appear to be different narratives are in fact similar, but they appear different because they wear the cultural vestments of the nations in which narratives are situated.' - Stephen Murgatroyd, Lifelong Learning in Europe Journal 2012