Following Policy: A Network Ethnography of the UK Character Education Policy Community. (June 2018)

• Record Type: Journal Article
• Authors: Allen, Kim; Bull, Anna
• Is Part Of: Sociological research online. Volume 23:Number 2(2018)
• Page Start: 438
• Page End: 458
• Publication Date: 2018-06
• Subjects: character -- education -- governance -- grit -- John Templeton Foundation -- networks -- philanthropy -- policy -- positive psychology; Sociology -- Periodicals; Sociology -- Methodology -- Periodicals; Sociology -- Research -- Periodicals; 301
• DOI: 10.1177/1360780418769678
• Languages: English
• ISSNs: 1360-7804

Abstract

Over the past 15 years, there has been a growing interest and investment in 'character' education across the UK political landscape. Alongside the activities of central government, character education has been promoted by a range of non-government actors in the UK and beyond, including philanthropic foundations, think tanks, education entrepreneurs, and academics. It is the presence of these actors and their relationship to, and influence on, UK government policy that we examine in this article. Investigating character education from a perspective of policy formation and influence, we trace the key policy actors who have contributed to the adoption of character education in the UK, and their international connections, identifying the resources, activities and relationships through which they have achieved policy influence. A central and original contribution of this article is in identifying the financial and ideological influence of US Christian neoconservative philanthropic foundation the John Templeton Foundation on social science research and policy in the UK. Our analysis identifies academics in the UK and US who, through considerable John Templeton Foundation funding, have provided an evidence base that authorises character education as a policy solution. We also locate 'policy entrepreneurs' as key nodal actors, whose social capital and elite membership helps to lubricate network relations and facilitate policy influence. Finally, we consider the motivations and vested interests of policy actors, including the John Templeton Foundation's particular model of philanthropy, and conclude that the character education agenda is underpinned by a set of ideas that promote a free-market, individualistic and socially conservative worldview.