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1.
ABSTRACT This paper explores how six English primary school teachers enact assessment and attainment-focused policy and asks what this performative policy work does and whether it shapes or requires a new kind of primary teacher subjectivity. The paper draws on a small study of policy enactments in two primary schools in Greater London in order to discuss two dimensions of policy enactment that emerged from our data: first, shifting assessment regimes in primary schools which create an enactment environment of second-guessing policy; second, a shift in focus from the individual child to targeted groups that raises questions about more traditional primary school values. The paper concludes with a reflection on the effects of contradictory values and practices and how this policy context creates a form of ‘doing without believing’ in the English primary school. 相似文献
2.
ABSTRACTThis paper claims a central role for school leaders (principals or head-teachers) in the enactment of social justice policy in schools, who act as key agents or ‘gate keepers’ for what counts as social justice in their contexts of practice. Social justice means different things in different contexts depending on where leaders – who use policy as an opportunity to advance what they think is achievable within the limits of available resources – are positioned in the field and how that defines their stances. Drawing on qualitative data generated through in-depth interviews with ten secondary school principals in two Australian cities, the paper analyses the engagement of school leaders with nationally prescribed equity-related policies. Our analysis shows that, depending on the institutional ethos and resources of schools and their own social justice dispositions, school leaders tend to take different stances towards nationally defined equity agendas. Their responses range from compliance to compromise to contest. The paper suggests that doing social justice in schools can never be unilateral, as policy documents suppose, but is characterised by context-informed policy translation, mediated by a range of interactive forces and interests. 相似文献
3.
Marie Tanner Héctor Pérez Prieto 《Discourse: Studies in the Cultural Politics of Education》2014,35(4):554-569
In this article, we focus on the interaction in a Year 5 classroom where students fill in a ‘self-evaluation form’ as a preparation for a forthcoming discussion on progress aiming at the production of an Individual Developmental Plan. Drawing on the theoretical concepts of fabrications and performativity, we understand this as an enactment of policy where both teacher and students become actors and subjects. From using document analysis together with conversation analysis as a methodological approach, we show how the ‘self-evaluation’ in interaction becomes a successful exercise in fabrications as teacher and student negotiate conceptions of the ideal student in relation to self-knowledge and school demands. The article is an empirically grounded contribution to the understanding of how policies are interpreted and made into being by local actors in everyday practices, in this case teachers and students in schools. 相似文献
4.
Simone Smala Jesus Bergas Paz Bob Lingard 《British Journal of Sociology of Education》2013,34(3):373-391
This paper argues that languages, increasingly marginalised in schools in English-speaking countries, are gaining ‘elitist’ ground as part of the ‘value-added’ marketisation of schools and parents’ desire for their children to gain ‘positional goods’ through schooling. In arguing our case, the paper draws on survey and other data derived from second-language immersion programmes in two Queensland secondary schools, where key learning areas such as mathematics and science are taught through the medium of another language. As a corollary, we also argue that some schools – in our case, government schools – are using their immersion programmes as markers of distinction in a period of post-comprehensive schooling and emerging school markets, which includes both government and non-government schools. There is also a global policy context to such programmes in respect of countries such as Spain, China and Germany supporting the teaching of their respective languages in nations around the world. 相似文献
5.
Naomi Rudoe 《Discourse: Studies in the Cultural Politics of Education》2018,39(6):926-940
ABSTRACTThis paper examines lesbian and gay teachers’ identities and experiences in schools in the context of school policies relating to homophobia and to sex and sexuality education. Drawing on semi-structured interviews with 12 lesbian and gay teachers working in English and Welsh schools, and using the concept of ‘policy enactment’, I analyse the ways in which school policies around homo/bi/transphobic bullying and sex/uality education and their enactment are perceived by lesbian and gay teachers. The article examines teachers’ personal experiences in relation to sexuality in school, and then broadens out into related issues for pupils and a discussion of the varied approaches to sex and relationships education in the schools. I argue that the enactment of these policies is not straightforward, and that they could be better supported by a more inclusive and comprehensive sexuality education curriculum. 相似文献
6.
What counts as evidence in the school choice debate? 总被引：3，自引：0，他引：3
《British Educational Research Journal》2006,32(6):797-816
This article has two chief purposes. It presents a substantive reappraisal of a decade of school choice research in the UK. This reappraisal is used as a case study illustrating the elasticity of the notion of social science ‘evidence’, when wielded by academics in an area where strong ideological preconceptions struggle with the lack of a sound quantitative tradition of research. The focus here is on the changing socio‐economic compositions of schools in an era of choice. A prediction from theory and from small‐scale studies had been that schools in England and Wales would become more segregated in terms of indicators of socio‐economic disadvantage after the Education Reform Act 1988. The first large‐scale study of the actual compositions of schools suggested that this did not happen. This study was then subjected by a majority of UK academics in the field to a level of criticism that was not applied by them to subsequent, but seemingly inferior, studies that reached an opposite conclusion. The criticism involved widespread misquotation and misunderstanding that was not picked up by ‘peer’ review. What, therefore, counts as evidence in the school choice debate? 相似文献
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8.
Laura Stokes 《教育政策杂志》2013,28(5):371-384
This paper questions the ability of a reform policy of five years’ duration to create the conditions necessary for practitioners to sustain change. California's school restructuring initiative challenged schools to transfer authority to teachers and to demonstrate that every student could succeed in learning. Analysis of this progressive policy is based upon the ‘best‐case’ experiences of an exemplary elementary school staff. After five years, the teachers are just developing the ability to confront the volatile issues of race and social class that surfaced in their inquiries into persistent disparities in student achievement. Using theories from institutional analysis of organizations, the paper argues that withdrawal of policy support means weakening of the regulative, cognitive and normative legitimacy for the goals and processes of change. Fixed‐term policies which invite radical reform thus leave schools vulnerable to the tradition‐reinforcing institutions that remain after the initiative has ended. 相似文献
9.
《教育政策杂志》2012,27(1):23-45
ABSTRACTPublic policies have a moral order, an ethical horizon. They offer a vocabulary of imagined micro-policies. Using the case of Chile, this paper examines the ways in which accountability policies are reworked within schools and how they affect actors’ subjectivities. It adds new findings to the existing body of research on school accountability policies, offering in-depth evidence based on the case of Chile, which has a high-stakes testing model and a widespread competitive voucher system. The research is based on case studies of ten public and private subsidised schools, framed by a sociological perspective of policy enactment theory. The research findings show the ways that accountability policies are recreated, expanded, and intensified at the local level, permeating an ethic of competition. The analysis focuses on three qualitative trends: school actors’ sense-making of test scores and labels; zones of safety and risk for teachers under an accountability regime; and the emergence of a sticky web of persuasion, surveillance, and coercion among school members in order to improve performance. The practices examined are not understood as ‘secondary effects’ or an ‘implementation problem’, as if they occur unconnected from the policy rationale. The outcomes are consistent with the policy itself in interaction with school life. 相似文献
10.
This paper examines the enactment of instructional leadership (IL) in high-performing secondary schools (HPSS), and the relationship between leadership and learning in raising student outcomes and encouraging teachers’ professional learning in the highly centralised context of Greece. It reports part of a comparative research study focused on whether, and to what extent, IL has been embraced by Greek school leaders. The study is exploratory, using a qualitative multiple case design to examine two HPSS in Athens. The research design involved a qualitative approach using several different methods, including semi-structured interviews with school principals, deputy heads, subject teachers and subject advisers, plus observation of leadership practice and meetings and scrutiny of relevant policy documents. The findings show that IL is conceptualised as an informal collaborative leadership practice, interwoven with the official multi-dimension role of Greek principals and their ‘semi-IL’ role. In the absence of official IL ‘actors’, teachers’ leadership has been expanding. 相似文献
11.
Kenneth Leithwood 《教育政策杂志》2013,28(3):377-398
Government‐initiated school restructuring began in the Canadian province of British Columbia in 1989. It was accompanied by significant commitments of new funding for schools and high levels of awareness on the part of central officials about the requirements for effective policy implementation. The content of this restructing mirrored efforts in many other jurisdictions but was exceptionally comprehensive. Results of a four‐year study which examined the processes and consequences of restructuring in local schools are summarized in this paper. The paper identifies six key lessons about productive restructuring processes and outlines a promising image of schools capable of such restructuring. Also proposed is an ‘educative’ approach by governments toward educational reform policy and its implementation. 相似文献
12.
Enacting policy: the capacity of school leaders to support early career teachers through policy work
Early career teachers often feel overwhelmed by the complex, intense and unpredictable nature of their work. Recently, policy initiatives have been introduced to provide new teachers with extra release-time from face-to-face classroom teaching duties to assist them in their transition to the workforce. This paper reports on a critical policy study that investigated the enactment of this policy initiative. A data set was created from a larger qualitative study which investigated early career teacher resilience. Drawing on a policy enactment theoretical ‘toolbox’, the findings indicate that school leaders can empower early career teachers to move beyond being ‘receivers’ of policy to assume a more active policy role. This paper argues that school leaders are very powerful in their capacity to enact policy to ensure strategic access to appropriate on-going learning opportunities to support early career teachers. 相似文献
13.
Alison Taylor 《教育政策杂志》2013,28(4):503-517
Recent education policies focus on making youth pathways more transparent while addressing skills shortage. However, there appears to be ambivalence about the target audience for ‘new vocational’ programmes in secondary schools and how they should be organized. This paper begins from the observation that Canadian policy‐makers, like those in other countries, have shown increasing interest in bringing vocational and academic tracks into closer alignment. However, drawing on empirical data from a number of case studies of high school apprenticeship, we argue that persistent tensions in educational policy and practice can be explained by the legacy of the historical development of high school vocational education, the ambivalent position of vocational education in the ‘knowledge‐based economy’ and the competing interests of different partners. We conclude that greater awareness of the distributional issues that underlie vocational education policies is needed. 相似文献
14.
Mary Bailey 《教育政策杂志》2013,28(4):555-572
This paper presents the case of a relatively low-profile policy initiative that has been successively reframed as part of larger policy ensembles within UK schools over a six-year period, and translated during this time at national and school levels. The policy examined is that of study support or out-of-hours learning. The trajectory of this policy is traced as it is first launched within an educational policy ensemble around the raising achievement agenda and then re-framed as part of the then New Labour government’s major educational and social policy agenda of Every Child Matters. Drawing on interview data from head teachers and teachers, the ways in which study support policy was translated in two contrasting schools over this period is explored, highlighting different tensions with national policy and local agendas. The ‘fate’ of study support as an initiative is questioned following a change of government in the UK and in the context of global education policy developments. This analysis of the re-framing of a low-profile policy adds to our understanding of the cycles of policy ensembles and their translation by different agents in different sites over time. 相似文献
15.
Cultures of performativity in English primary schools refer to systems and relationships of: target‐setting; Ofsted inspections; school league tables constructed from pupil test scores; performance management; performance related pay; threshold assessment; and advanced skills teachers. Systems which demand that teachers ‘perform’ and in which individuals are made accountable. These policy measures, introduced to improve levels of achievement and increased international economic competitiveness, have, potentially, profound implications for the meaning and experience of primary teachers’ work; their identities; their commitment to teaching; and how they view their careers. At the same time as policies of performativity are being implemented there is now increasing advocacy for the adoption and advancement of ‘creativity’ policies within primary education. These major developments are being introduced in the context of a wide range of social/educational policies also aimed at the introduction of creativity initiatives into schools and teaching. This complex policy context has major implications for the implementation process and also primary teachers’ work and how they experience it. The ethnographic research reported in this article has been conducted over a school year in six English primary schools in order to analyse the effects of creativity and performativity policy initiatives at the implementation stage. The article concludes by arguing that in the schools of our research the drive to raise pupil test scores involves both performative and creative strategies and that this critical mediation goes beyond amelioration toward a more complex view of professional practice. Implementing creativity and performativity policies provided important contextual influencing factors on teacher commitment. These were: curriculum coverage and task completion; and providing psychic rewards of teaching. 相似文献
16.
Iram Siraj‐Blatchford 《British Educational Research Journal》2010,36(3):463-482
This paper presents data collected in individual case studies that aimed to investigate children and their families who succeeded against the usual ‘odds’ of disadvantage. Funded as an extension of EPPE 3–11 by the Cabinet Office for the Equalities Review, the study focused particularly closely upon the performance of disadvantaged children from White and minority ethnic groups. The study found that disadvantaged families often have high aspirations for their children and provide significant educational support through ‘concerted cultivation’. The paper discusses the implications for policy and for practice and argues that much of the popular criticism of state policies related to social exclusion fail to acknowledge the need to engage with the policy in action as well as in theory. It is also argued that these policies offer significant and valuable contexts for supporting efforts on the part of families and individuals to achieve success in education ‘against the odds’. 相似文献
17.
This paper presents selected findings from a questionnaire completed by 509 primary school teachers in Scotland. Drawing on policy enactment theory, the paper focusses on teachers’ personal experiences of physical education and perceptions of the importance of physical education in their schools. More than half (56%) reported that physical education was either ‘very important’ or ‘important’, while almost 40% perceived it to be of ‘limited’ or ‘very limited importance’. ‘Staff’, ‘time’ and ‘subject status’ were the main themes they drew on to explain their responses. Our findings highlight the diverse nature of the physical education professional cultures in Scottish primary schools. From this, we propose that future initiatives to support change in primary physical education should, as a starting point, acknowledge these diverse professional cultures and move beyond the simplistic one-size-fits-all change projects that have been shown to have limited impact on practice. 相似文献
18.
Peta Salter 《教育政策杂志》2014,29(2):145-164
Policy implementation at school level is often recognised as transformative enactment. Positioning school leaders as gatekeepers in this enactment is limiting. This study of one Australian school explores the complex contextualised agency of school leaders showing that their role, far more than gatekeeping, can be enabling and transformative. Identifying the agency of school leaders in enacting policy imperatives to ‘know Asia’ creates space to imagine localised narrative possibilities that negotiate and potentially challenge policy agendas. Accounts of policy work by school leaders are heteroglossic and densely intertextual in their mobilisation and collocation of discourses. A metaphor of a frog in a well is taken up to translate policy in locally specific ways that make it much more than a template of externally devised policy. Deep contextual knowledge empowers school leaders to imagine policy in innovative ways; however, it is paired with a cautionary note on risks inherent to shaping policy for ‘like-minded’ futures. 相似文献
19.
While a great deal of attention has been given to evaluating how well policies are implemented, that is, how well they are realised in practice, less attention has been paid to understanding and documenting the ways in which schools actually deal with the multiple, and sometimes opaque and contradictory demands of different ‘types’ of policy. This paper addresses the question of how it is that some education policies ‘fail’ to translate into a continuing and effective set of practices in schools, and instead, are subjected to processes of dissipation and mutation. In this paper, we take as our case personalised learning (PL) launched in England in 2004. In understanding complex processes of enactment, the challenge is to understand how policies differ and analyse why some policies ‘work’ in ways that are unexpected – not as failures of implementation but as mutations. As a ‘case’ of policy dissipation, PL highlights the changing relationships between national and institutional imperatives, and the creative mutations to which some policies are subject within schools. It is not that they have no effects, but rather their effects are marginal or nuanced rather than immediate and obvious. 相似文献
20.
This study analyses and describes the links between the curriculum policies of one urban school district in the US and an intervention by the economics firm Standard &; Poor’s (S&;P). It characterizes the languages and values introduced to the district leadership by S&;P as ideologically neoliberal. This school‐level case study that makes clear the connections between the introduction of neoliberal languages and values, local‐level curriculum policies, and the resulting experiences of teachers and children in the US. In the end, it offers a case study of the ways corporate forces, such as S&;P, are extending their reaches beyond national and state‐level policy bodies to local communities to further legitimize the neoliberal project and to ‘reform’ schools in ways that grow their own profitability. 相似文献