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G. WhittyGeoffrey "Geoff" James Whitty (born 1946) is the Director of the Institute of Education, University of London. He served as Professor and Dean of Education at Bristol Polytechnic (now the University of the West of England) in 1985-1989 before he became Goldsmiths Professor of Policy and Management in Education, Goldsmiths College, University of London. In 1992, he became Karl Mannheim Professor of Sociology of Education, Institute of Education, succeeding Basil Bernstein in that post. In 2000, he became Director of the Institute of Education.

Professor Whitty is Chair of the British Council's Education and Governance Sector Advisory Group and immediate past President of the British Educational Research Association. His main areas of research and scholarship are the sociology of the school curriculum, education policy, teacher education and health education. He has directed major research projects on the impact of education policies, such as the assisted places scheme, city technology colleges and changes in initial teacher education. His most recent research has been on the role of student voice in schools and on barriers to the entry of disadvantaged students to prestigious universities.

Among Geoff Whitty’s most important publications are Education and the Middle Class (2003; co-authored with S. Power, T. Edwards and V. Wigfall); Making Sense of Education Policy (2002); Teacher Education in Transition: Re-forming professionalism (2000; co-authored with J. Furlong, L. Barton, S. Miles and C. Whiting); Devolution and Choice in Education: The school, the state and the market (1998; co-authored with S. Power and D. Halpin); and Sociology and School Knowledge: Curriculum theory, research and politics (1985);

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B. BakerBernadette Baker (born 1968) has been appointed Professor of Education (sociology of education) in the University of Turku at the Department of Education in 2008. She is currently a Full Professor at the University of Wisconsin-Madison in the Department of Curriculum and Instruction, School of Education, and a member of the Center of Global Studies and the Holz Center for School Studies of Science and Technology. Baker was educated at the University of Queensland and Deakin University, Victoria, in Australia and the University of Wisconsin-Madison, USA. She has worked on research projects with scholars in Scandinavia.

Her work falls broadly within the fields of sociology, history, and philosophy of knowledge. Areas of study are curriculum theory and research, 'post' liteatures, elementary education, international studies in curriculum, pedagogy, policy, & teacher education and multicultural education. Among Bernadette Baker’s most important publications are In Perpetual Motion: Theories of Power, Educational History, and the Child (2001) which earned an AERA (American Educational Research Association) Outstanding Book Award, Animal Magnetism and Curriculum History (2007), State-formation, Teaching Techniques and Globalisation as Aporia (2005); The Functional Liminality of the Not-dead-yet Students, or, How Public Schooling Became Compulsory: A Glancing History (2004); Dangerous Coagulations? The Uses of Foucault in the Study of Education (2004; co-edited with K. Heyning), The Hunt for Disability: The New Eugenics and the Normalization of Schoolchildren (2002), and (Ap)Pointing the canon: Rousseau’s Émile, visions of the state, and education (2001).

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