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Bridget Byrne and Carla De Tona

Chapter 3, parents often feel a lack of choice. The education market is affected by limits of supply (schools cannot easily ‘spring up’ to meet a demand) which means that schools do not operate in a pure market. The cost of some schools being winners in the market for students and funding is that others will be losers. Yet many children still have to attend those ‘losing’ schools. There are only so many places which popular schools can offer for students and, for many parents and children, the notion of choice becomes a fiction, particularly in those areas where all the

in All in the mix
New Labour and public sector reform
Eric Shaw

variables – the effects of government policies – from a host of others (Smithers 2007: 383). As a result, no consensus view has emerged. To take – for illustrative purposes – the issue of secondary education. On the one hand, Gorard and Fitz found ‘no evidence . . . to link education markets with increasing concentrations of disadvantaged children in some schools and their absence in others’ (Gorard and Fitz 2006: 281). Indeed, there was evidence of ‘some narrowing of the attainment gap between the most deprived and least deprived’ (Hill 2007b: 271). On the other

in In search of social democracy
Acceptance, critique and the bigger picture
Anne B. Ryan

they will not be conspicuous at school and in social situations. It also supports assertions that without apparent essentials such as computers and fee-paying schools, young people will be left behind in the job and education markets. This discourse is also associated with a practice of parents buying things for their children in order to compensate for the fact that they spend long periods of time apart, while parents are at work. New essentials discourses also support the creation of self-esteem and self-assertion by means of possessions. They have the effect of

in The end of Irish history?