000			01826 a2200313 4500
001			1351943707
005			20250317111605.0
008			250312042017GB eng
020			_a9781351943703
037			_bTaylor & Francis _cGBP 29.99 _fBB
040			_a01
041			_aeng
072	7		_aJNF _2thema
072	7		_aJPP _2thema
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072	7		_aJNF _2bic
072	7		_aJPP _2bic
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072	7		_aEDU003000 _2bisac
072	7		_aSOC026000 _2bisac
072	7		_a379 _2bisac
100	1		_aJames Tooley
245	1	0	_aDisestablishing the School _bDe-Bunking Justifications for State Intervention in Education
250			_a1
260			_aOxford _bRoutledge _c20170705
300			_a172 p
520			_bThat governments are, and will always be, involved in education, is taken for granted by the majority of educationalists. Recent market reforms are condemned, because they appear to undermine state intervention in education. But are justifications for state intervention in education philosophically sound? Is the attack on markets justified? In Disestablishing the School, Dr Tooley explores these issues, setting recent educational policy debates in the broader context of debates in moral and political philosophy, and philosophy of economics. Topical issues to do with equality of opportunity, education for democracy, education for autonomy, democratic control of the curriculum, and education as a public good are examined. None of these survive as a critique of markets in education, nor as a justification for state intervention in education. In undermining these arguments, Dr Tooley argues that the case for the disestablishment of the school, for the separation of school and state, can be philosophically sustained.
999			_c4479 _d4479