Author： Connell R. W.
Publisher： Routledge Ltd
ISSN： 1469-3739
Source： Discourse, Vol.23, Iss.3, 2002-12, pp. : 319-327
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Abstract
In the mid-1970s there was political interest in questions of educational justice and an intellectual situation that allowed a 'productionist' approach to class. The intensive research method used was relatively open to new insights about class and gender, and a highly collaborative process of analysis connected the work with practical needs in school systems. The empirical side of the research stands up well. The policy context, however, has changed greatly, with the rise of neoliberalism and the destruction of the policy machinery for consultation and equity work. Suggestions are made for elements of a new equality agenda in education, which moves beyond compensatory programs.
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