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This paper presents findings from a longitudinal (2001-2011) study amongst over 100 senior English policymakers on how legislation is used as a policy tool in England's education. England has had the most extensive, frequent, educational legislation in the world. Findings show the complexity and contradictions in this unique case, the ultimate example of an educational regime (Manzer, 2003) and the messy reality of the tidy 'front' depicted in legislation; showing that 'policy windows' (Kingdon, 2003) are not always what they seem. Analysis shows that social-democrat to neo-liberal ideologies mix and shift sides, as do hopes, anxieties and disappointments regarding the barrage of legislation.