Ball, Prof. Stephen John, (born 21 Jan. 1950), Karl Mannheim Professor of Sociology of Education, 2001–15, now Distinguished Service Professor of Sociology of Education, and Associate Director, Centre for Critical Education Policy Studies, 2005, Institute of Education, University College London (formerly Institute of Education, University of London)

Author(s):  
Paul A. Temple

A seminar to reflect on David Watson's many and varied contributions to higher education policy, scholarship, and practice was held at the UCL Institute of Education, University College London on 12 November 2015. The principal speakers were Paul Ashwin, Bahram Bekhradnia, Mike Boxall, Rob Cuthbert, Brenda Gourley, Alison Kennell, and Peter Scott. This paper offers a summary of their talks and also attempts to reflect contributions from other participants. Given the extent of editorial licence needed to bring these varied contributions together in what I hope is a reasonably concise and consistent form, responsibility for what follows must rest with me.


2008 ◽  
Vol 24 (3) ◽  
pp. 211-221 ◽  
Author(s):  
John Russell Brown

As author of one of the pioneering books advocating the study of Shakespeare's Plays in Performance (1966), founder of the Department of Drama and Theatre Arts at Birmingham University, and for fifteen years an Associate Director of the Royal National Theatre, John Russell Brown is in a uniquely authoritative position to look back over the intervening years as ‘Performance Studies’ have increasingly displaced the study of Shakespeare's plays as texts. But has this been as helpful as many, including the author, hoped, when in practice it is so often based on the second- or third-hand recreation of lost and isolated theatrical moments, and fails entirely to give a sense of the progressive experience of watching a play? John Russell Brown here argues for closer attention to what he calls the ‘secret language’ of the plays – implicit instructions to actors that are buried in the texts themselves, at a time when there was no director to encourage or impose a particular interpretation or approach. He concludes: ‘Rather than trying to describe and understand what very different people have made of the plays in very different circumstances and times, we can best study them in performance by allowing them to reflect our own lives.’ John Russell Brown's most recent books are Shakespeare Dancing (Palgrave, 2005) and, as editor, The Routledge Companion to Directors' Shakespeare (2008). In 2007 he was appointed Visiting Professor at University College London.


2008 ◽  
Vol 56 (4) ◽  
pp. 650-669 ◽  
Author(s):  
Stephen J. Ball

This paper focuses on some of the significant ‘moments’ and ‘problems’ and ‘characters’ and places which mark out a history of the sociology of education. It further explores some of the historical conjunctions of knowledge and practice to which the sociology of education contributed in its uneasy relations with schools and teachers and education policy. Three sets of tools and sorts of analysis, drawn from the work of Bernstein, Foucault and Bourdieu, are deployed to explore some of the turmoil and conflict which has characterised the sociology of education at different points in its history focusing on three of these. They are, the 1930s/1960s (Political Arithmetic), the 1970s (the New Sociology of Education) and the 1980s ‘flight to policy studies’ and particularly one aspect of this which produced the notion of ‘school effectiveness’. The paper suggests some of the ways in which the sociology of education has played its part in the government and the detailed management of the population, through the changing construction of an unrelenting gaze (focused initially on families) and the concomitant development of a body of expert professional knowledge (teacher education) and, latterly, the management of the institutions of management (schools) and of the professionals themselves (teachers).


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