Schools have an institutional history that can modify or facilitate attempts by national policy makers to bring about change. This is not simply a matter of constraints on policy caused by institutional inertia. Tradition can also mean an openness to change, because – in the words of Alasdair MacIntyre (2007) – ‘traditions, when vital, embody continuities of conflict’. The empirical research discussed here is on the relationship between the institutional legacies of Scottish secondary schools and various waves of reform during the twentieth century, paying particular attention to how this interaction has affected inequalities with respect to social class and sex.
Lindsay Paterson is Professor of Educational Policy in the School of Social and Political Science, University of Edinburgh. His main academic interests are in education, civic engagement and political attitudes. He has contributed to many public debates since the early 1990s on the impact of education policies, and on the importance of policy implementation in achieving or modifying the aims of policy-makers. He is a Fellow of the British Academy and a Fellow of the Royal Society of Edinburgh.
All welcome- this seminar is free to attend but registration is required.