Publisher's Synopsis
Seddon approaches the study of "context" from conceptual and historical perspectives, using them as springboards for further consideration of the main debates which frame the study of education - philosophical, theoretical and methodological. By using an historical case study of educational change in New South Wales, Australia, in the 1930s, she suggests that mainstream educational research is being challenged by a relational perspective which attends to processes of educational change and so provides a stronger basis for explaining contemporary developments in education. Dr Seddon goes on to argue that effective politics of education requires both a sociology and social theory of educational change, thus presuming a relational perspective on education and context which frames the study of education as a social analysis of educational formation and reformation.
