Interrogates the rise of national philosophies and their impact on cosmopolitanism and nationalism.

Every single person in Scotland has some kind of stake in the effectiveness of the nation's schools, so in writing this book my goal was to explain the intricacies and inconsistencies of the system, and to explore its strengths and weaknesses, in a way that would make sense to as many people as possible. How much do we really know about the state of Scottish education? Why do inequalities continue to dictate the school experiences of children across the country? What can be done to address the problems in the school system? James McEnaney does what he claims pundits and politicians cannot or will not do... tell the truth about Scottish schools. Class Rules makes the key issues and information surrounding Scotland's education system accessible to all. McEnaney delves into the successes and failures of the Curriculum for Excellence, interrogates the rhetoric around closing the 'attainment gap' between the richest and poorest pupils, and considers the impact of the global Covid-19 pandemic. Most importantly, this book also looks to the future to ask what changes can be made to improve the system for young people across the country, and is a must-read for anyone interested in the future of schools in Scotland.

Over half a century ago, a leading commentator suggested that Scotland was very unusual in being a country which was, in some sense at least, a nation but in no sense a state. He asked whether something 'so anomalous' could continue to exist in the modern world. The Scottish Question considers how Scotland has retained its sense of self, and how the country has changed against a backdrop of fundamental changes in society, economy, and the role of the state over the course of the union. The Scottish Question has been a shifting mix of linked issues and concerns including national identity; Scotland's constitutional status and structures of government; Scotland's distinctive party politics; and everyday public policy. In this volume, James Mitchell explores how these issues have interacted against a backdrop of these changes. He concludes that while the independence referendum may prove an important event, there can be no definitive answer to the Scottish Question. The Scottish Question offers a fresh interpretation of what has made Scotland distinctive and how this changed over time, drawing on an array of primary and secondary sources. It challenges a number of myths, including how radical Scottish politics has been, and suggests that an oppositional political culture was one of the most distinguishing features of Scottish politics in the twentieth century. A Scottish lobby, consisting of public and private bodies, became adept in making the case for more resources from the Treasury without facing up to some of Scotland's most deep-rooted problems.

This book investigates the origins and evolution of the main institutions of Scottish education, bringing together a range of scholars, each an expert on his or her own period, and with interests including - but also ranging beyond - the history of educat

Education in Scotland is markedly different from what happens in the rest of the UK - with a different National Curriculum, school boards to oversee school management and a General Teaching Council which has been in existence since 1965. Whilst there are many examples of successful and innovative practice in Scotland, the system is quite often not recognised as different by writers who talk about the UK education system as if it were one smooth whole. This book describes recent developments in both legislation and practice in Scotland, drawing comparisons with the English system. Chapters cover: * administration and management * the professional competence of teachers * early years education provision * the 'National Curriculum' in Scotland * Secondary Education * Special Educational Needs