Suchergebnisse

This article explores the perceptions and experiences of a secondary school English teacher who retains a strong sense of her own working-class origins and identity. Karen has 'crossed classes' in terms of her education and occupation but still positions herself unambiguously as working class. This article considers the ways in which classed practices invade her working life, her relationships with staff and students as well as her classroom pedagogy. The article also considers some of the ways in which subtle and not so subtle classed practices can work in schools to 'other' and exclude the working-class teacher.

This paper explores how doing headship may be considered as a form of policy narration. A key role of the headteacher as policy narrator is to tell/sell a story about their school to themselves, their staff and the outside world of parents, inspectors and other stakeholders. The accounts they construct will depend to some extent on their perspectives, commitments and personal-professional identities as well as an interplay between national priorities and situated contexts. They will also depend on who they are speaking to and what they take to be a 'professional' response in relation to their policy work in school. Drawing on in-depth interviews with two experienced English primary school headteachers, Hazel and George, and Lakoff and Johnson's claim [1980. Metaphors We Live By. Chicago, IL: University of Chicago Press] that metaphors are not just linguistic devices, but technologies of reasoning and understanding, this paper explores the ways in which headteachers deploy different tropes to explain what it is that they do. Metaphors of leadership explored include headship as branding, persuasion and not dropping the ball as well as fighting and parenting although there is an absence of any direct political critique in these two accounts.

This internationally appealing book is based on a two-year case study of a group of young people as they move through their final year of mandatory schooling and into their first year of post-16 experience. It looks at their choices, the market behaviour of local education and training providers and those who help and advise these choices. The authors show that recent and current political policies for post-16 education disadvantage, marginalise and exclude young people rather than improve their life chances. The book draws together the major issues and attempts to suggest alternative ways for

1. Doing enactments research -- 2. Taking context seriously -- 3. Doing enactment : people, meanings and policy work -- 4. Policy subjects : constrained creativity and assessment technologies in schools -- 5. Policy into practice : doing behaviour policy in schools -- 6. Policy artefacts : discourses, representations and translations -- 7. Towards a theory of enactment : 'the value of hesitation and closer interrogation of utterances of conventional wisdom.'

Part of "Education Heritage" series, this book contains a selection of the influential papers published over the twenty-one years of the journal's history. It covers a variety of subjects, sectors and levels of education, focused around the themes such as

Conservativism has gained significant influence on education-policy making and debates about education in many Anglophone countries. While conservative educational governments have advanced some neoliberal governance trends, they have also introduced characteristic neoconservative education elements, notably in the area of curricular content. This article focuses on the impact of conservative ideology on curriculum and assessment policies in English secondary education and specifically explores schools' first reactions to the introduction of a policy initiative that is emblematic of neoconservatism, the English Baccalaureate. The empirical discussion relies on a mixed methods study on the reception of the latest assessment and curriculum policies in English secondary schools. The findings suggest that the current reforms are transforming school subject hierarchies, resource allocation across subjects, and what counts as knowledge in English secondary schools, and introducing a new culture of subject—and by implication, teacher and student—'worth'.