Professor Sally Tomlinson Home Page


MAJOR PUBLICATIONS		Sally Tomlinson was Professor of Educational Research at the University of Lancaster, England, from 1984-1991; Professor of Education at the University of Wales Swansea 1990-91 and Goldsmiths Professor of Educational Policy and Management at Goldsmiths College, London University 1991-1999. From 1999 to the present, she is an Emeritus Professor at Goldsmiths College and a Senior Research Fellow in the Department of Education, University of Oxford. She is also a Visiting Professor at the University of Wolverhampton. She was a member of the Council of the University of Gloucestershire 2001-2009. She was awarded a Leverhulme Emeritus Fellowship 2009. She has taught, researched and published over the past thirty years in the areas of race ethnicity and education, educational policy, special education, and home-school relations. She has been a Trustee of the Africa Educational Trust for 20 years. She joined the Governing Council of the South Worcestershire College in 2011.
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PROFESSOR TOMLINSON'S RECENT WORK
December 2012
Ignorant Yobs: Low Attainers in a Global Knowledge Economy London & New York. Routledge ISBN 9780415525770 (pb) 9780415525763 (hb)
Governments in developed countries are driven by the belief that in a global economy all citizens should be economically productive, yet they are still not clear about the relationship between the education of low attainers and the labour market. This book examines this international phenomenon, exploring how those with learning difficulties are treated in a world economy where even low-skilled jobs require qualifications. This book examines countries which converge on the issue of low attaining young people despite differing on political, economic and cultural dimensions. It considers issues at the forefront of education policy and provision: The increasing competitive stratification within education systems. The impact of governments which have put competition in the labour market at the heart of their policies. The 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 and aspirant parents, anxious about the success of their "less able" children. The research was funded by the Leverhulme Trust.
January 2012
Social inclusion and higher education (eds) Basit, T. and Tomlinson, S. Bristol. Policy Press ISBN 9871847427971 (hb)
The key issues addressed in this edited book are the experiences of students from what has been termed ‘non-traditional backgrounds’ in institutions of higher education. Over the past thirty years there has been a considerable expansion of higher education world-wide, - in public and private universities, liberal arts colleges, community colleges and others, and a corresponding increase in numbers attending. Who has access to higher education, and acquires qualifications that on the whole still guarantee life-time higher incomes and status, has generated much debate and political intervention. While the politics of access has largely been framed in the language of social equity, encouraging the inclusion of women and men from lower socio-economic groups, ethnic minorities, those with disabilities, and older mature people, there has been minimal focus on what actually happens to the students once they are in the institutions.
March 2008
“Race and Education: Policy and Politics in Britain” Berkshire.Open University Press/McGraw-Hill Education ISBN13: 978 0 335 22307 7 (pb) 978 0 335 22308 4 (hb) ISBN10: 0 335 22307 9 (pb) 0 335 22308 7 (hb)
This book provides crucial information on key educational issues, events and conflicts in Britain from the 1960s to 2007, as the education system has attempted to incorporate racial and ethnic minorities, and educate young people to live in an ethnically diverse society.