Sally Tomlinson Book order

Sally Tomlinson traces our trajectory from the ignorance of the early twentieth century to the dangers that current educational approaches pose for our future citizens.

This book offers an historically informed discussion of the failure of the education systems in Britain to counter hostilities towards racial and ethnic minorities and migrants, which have escalated after the vote to leave the European Union, and left schools and universities failing to engage with a multiracial- multicultural society.

The authors argue that the vote to leave the EU was the last gasp of the old empire working its way out of the British psyche. Fueled by a misplaced nostalgia, the result was driven by a lack of knowledge of Britain's imperial history, by a profound anxiety about Britain's status today, and by a deeply unrealistic vision of the future.

The book critically examines the concept of mild educational subnormality through a three-year study of children transitioning into special education in the mid-1970s. It explores the criteria used by professionals to categorize these children, challenging the stigma associated with such classifications. By analyzing the decision-making processes, it provides insight into the implications of labeling and the impact on children's educational experiences.

The book critically examines the expansion of special and inclusive education within national systems, particularly in the UK and USA. Professor Tomlinson explores the sociological aspects influencing policies and practices, highlighting how power dynamics shape this educational sector. It addresses conflicts of interest arising from social interactions and relationships, making it a valuable resource for those studying inclusive education and its complexities.

Focusing on the intersection of social class, race, and gender, this work critiques the historical biases that have shaped educational inequalities. Professor Tomlinson aims to shift the discourse from psychological and technical frameworks to sociological, historical, and political contexts, revealing how individual educational challenges are linked to broader social structures and policies. This collection showcases the evolution of her insights throughout her distinguished career, highlighting the need for a more inclusive understanding of educational access and equity.

In doing so, it considers some thorny issues at the forefront of education policy and provision: The increasing competitive stratification within education systems ; The impact of governments who have put competition in the labour market at the heart of their policies ; Social control of potentially disruptive groups, social cohesion and the human rights agenda ; The expansion of a special education industry driven by the needs of middle class, aspirant and knowledgeable parents, anxious about the success of their 'less able' children. Written by an internationally renowned scholar, Ignorant Yobs?: Low Attainers in a Global Knowledge Economy synthesises a range of complex, highly topical issues and suggests how those with learning difficulties might, with government and employer support, contribute to a flexible labour market.