Greg Thompson
Biographic Data
| ID | 3701130 |
|---|---|
| NAME | Greg Thompson |
| GIVEN NAMES | Greg |
| FAMILY NAME | Thompson |
| SIGNATURE | THOMPSON G |
| AFFILIATIONS | Queensland University of Technology |
| ORCID | 0000-0003-0484-8175 |
| VERIFIED | Yes |
| TOTAL WORKS | 43 |
| TOTAL CITATIONS | 163 |
| AUTHOR COUNT | 42 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 8 |
Gendered time poverty: Rethinking teaching as a ‘family friendly’ profession
Teaching is often framed as a ‘family-friendly’ profession, aligned with women's caring roles. This paper challenges that assumption by examining how contemporary teaching produces gendered forms of time poverty. Drawing on 43 interviews, we develop a theoretically informed analysis that brings together Rosa's concept of social acceleration and Wajcman's account of time pressure. We argue that shifts in workload and work intensity which produce t…
Commercial curriculum, efficiency claims and teachers’ work: A systematic research synthesis
This paper presents a systematic literature synthesis examining commercial curriculum resources and their effects on teachers’ workload, with a specific focus on lesson planning and preparation time. The review develops a typology spanning commercially published curriculum materials, including textbooks, scripted programs, online repositories, digital platforms, and more recently GenAI tools. Across resource types, the dominant policy and provide…
The rhetoric of teacher quality: Neoliberal education reform in postsocialist Mongolia
The policy simulacrum: Text, discourse and the hyperreal
When did workload become the policy problem? Analysing Australian teacher workforce surveys (1963–2023)
Workload, work intensification and time poverty for teachers and school leaders: A Systematic Research Synthesis
This paper presents a synthesis of research literature concerned with teachers’ and school leaders’ experiences of workload and work intensification. Forty papers met the inclusion criteria for the research synthesis. From the analysis, we drew out both definitional and experiential accounts. Firstly, while we mostly found a conflation of the concepts of workload and work intensification, there is a distinction between the two that was apparent i…
Education Prototyping: A Methodological Device for Technical Democracy
The potential of applying a ‘technical democracy’ (Callon et al. 2009) to the context of sociotechnical controversies in education is the focus of this paper. This process reflects an emergent 'thought collective' (Fleck 1979) whose common interests, yet diverse expertise, are articulated through provisional objects and infrastructure for collective and experimental knowledge production. The technique of ‘prototyping’ was then deployed for a desi…
Researching teachers’ time use: Complexity, challenges and a possible way forward
In the context of global concerns about teacher workload and the relationship between workload and attrition, understanding the nature, quantity and intensity of teachers’ work is an essential first step in formulating robust solutions to this significant problem. Understanding teachers’ work, however, is a complex undertaking, and prior attempts have largely been focused on the quantity rather than the intensity or quality of work required and u…
Responding to sociotechnical controversies in education: A modest proposal toward technical democracy
The use of automated decision-making systems is increasing in education. While the potential impacts of ADM are becoming widely known amongst experts, the perspectives of those impacted by ADM remain peripheral. To broaden expertise and participation, this paper proposes that ADM needs to be considered as a sociotechnical controversy, as part of a technical democracy approach that utilises hybrid forums. Following Callon and colleagues, in this p…
Marketing Australian public schools: The double bind of the public school principal
Marketization is the development of quasi-markets on the systemic level, which promote choice, competition, accountability, and devolution in public schooling. Marketing is a strategy that individual school leaders employ to respond to these logics. This paper argues that education marketization has led to an increase in school-based marketing within the Australian public school system. The eight public school principals we report on here, percei…
How to make more valid decisions about assessment data
Those asked to make valid decisions with data don’t have the technical knowledge to understand nuance around data quality, assessment aims, and statistical limitations that influence how they should interpret the data. This reality is what Greg Thompson, Leslie Rutkowski, and David Rutkowski call the validity paradox. Educators can surmount this paradox by following a five-step model in which they make a claim, make the opposite claim, and then d…
Running the canteen for profit: Funding, parents and philanthropy in Queensland state schools
In a globally austere policy context, state financing of public services has been positioned as perennially ‘in crisis’ with private intervention a positive solution. There is a general assumption – in education policy and practice – that philanthropic donations can be a solution to reduced public funding of schooling. While much research investigates the role of new philanthropy and venture capital in funding and influencing public schooling, th…
If you can’t beat them, join them’: Utility, markets and the absent entrepreneur
Marketisation and competition within public schooling systems impact the work of principals in varying ways. Previous work on the marketisation of schooling and school autonomy has drawn attention to the ‘entrepreneurial principal’ as an effect of marketisation. In this paper we explore principals’ engagements with marketisation based on 21 interviews with public school principals across two Australian states. Using the work of Christiaens (Citat…
Commercial triage in public schooling: Covid-19, autonomy and ‘within system’ inequality
The importance of commercial products increased in schools during the COVID-19 pandemic, particularly as leaders grappled with school closures. Pre-COVID principals viewed their schools as mainly procuring commercial services for administrative support and teacher professional development. After school closures, principals came to emphasise commercialisation as technological infrastructure, online learning platforms, video conferencing software a…
Making work private: Autonomy, intensification and accountability
This paper explores perceptions of work intensification around the world. Underpinning this analysis is C. Wright Mills’ (1959) argument that many personal troubles are public issues, and the notion that a significant dimension of the privatisation of public education, a concern of public education advocates worldwide, is the ways in which school work has become a private issue. One hundred and thirty interviews were conducted with education stak…
Policy borrowing and teacher professionalism: Tensions in reforming systems in response to SDG4c in the Pacific Islands
This article examines attempts to professionalize the teaching workforce in the Pacific Islands (PI) in response to the United Nation Sustainable Development Goal 4c – Increase the Supply of Qualified Teachers in Developing Countries. The experience of PI educators provides insight into the clash between global standard agendas, driven by targets and indicators, and distinct local realities or vernaculars. Questionnaire data from 82 teacher and p…
The OECD policy-making assemblage
Recent analyses of education policy have used the concept of the assemblage to explain how the Organisation for Economic Cooperation and Development’s education work contributes to global policy convergence and new forms of policy mobility. These analyses often use Deleuze and Guattari’s concepts of assemblage to designate relations between things (as actors) and people (as actors). In this paper, we argue that Deleuze and Guattari’s assemblage t…
Romancing the public school: Attachment, publicness and privatisation
In Anglophone countries, narratives of public schooling tend to emphasise generic hopes about schooling as central to the idea of a public good, including fostering community, delivering equality and protecting broad notions of democracy. However, as public systems become more open to privatised logics, these hopes sit alongside fears for the future of ‘publicness’. Through analysis of participant interviews in four education systems in Canada, E…
Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta
This paper uses Anderson’s notion of ‘imagined community’ to argue that how people think about the publicness of their school system provides insight into the functioning and flourishing of communities, societies and nations. We focus on the privatisation of public schooling in Alberta, Canada and Northern England to highlight tensions between the provision of public schooling today and a romanticised, historical imagining of the public school pr…
Indentured autonomy’: Headteachers and academisation policy in Northern England
The academisation of schooling in Northern England is an example of a new mode of educational governance that promises greater autonomy for schools and school leaders. A common claim regarding the benefits of academisation is that it will improve student outcomes by delivering greater autonomy for Headteachers. In this paper, six Headteachers from Northern England, who had decided to academise their schools for various reasons, reflect on this pr…
Postscript on the empire of control
This paper maps Hardt and Negri’s use of Deleuze (and Guattari’s) philosophical commitment to the control society as a temporal phenomena in the context of education. Education is important because it is pushed and pulled by those vectors that Hardt and Negri see as central tensions in late capitalism: localism vs globalisation, discipline vs control, codes vs axioms, metrics vs expertise and so on. In Empire, Hardt and Negri represent Empire as …
Toward an international measure of global competence? A critical look at the Pisa 2018 framework
This paper focuses on the OECD’s PISA 2018 international framework for global competence. Given the growing national and international attention on educating for global competence, and absent of other measures, there is a need to scrutinise this framework. Our critical analysis is conceptually framed by academic literature related to (a) the OECD’s influential role in facilitating neoliberal education policy trends, (b) disjuncture and debate sur…
Validity and participation: Implications for school comparison of Australia’s National Assessment Program
The National Assessment Program – Literacy and Numeracy (NAPLAN) in Australia is a series of literacy and numeracy tests that are used for purposes of school comparison. This paper argues that a key question for this use lies in whether or not this is a reasonable, or valid, use of the test data. Using Kane’s argumentative approach to validity, this paper argues that the comparisons of the quality of student achievement made available on the My S…
Computer adaptive testing, big data and algorithmic approaches to education
This article critically considers the promise of computer adaptive testing (CAT) and digital data to provide better and quicker data that will improve the quality, efficiency and effectiveness of schooling. In particular, it uses the case of the Australian NAPLAN test that will become an online, adaptive test from 2016. The article argues that CATs are specific examples of technological ensembles which are producing, and working through, new subj…
The politics of teaching time in disciplinary and control societies
This article argues that education reform agendas which use policy levers, standardised testing and new regulatory authorities to steer teachers’ work at a distance are creating a new temporal politics. Evidence from interviews with teachers and principals in Australian schools suggests that these reforms are impacting on individual experiences of the rhythms of their day-to-day work. First, there is a disquieting perception of an acceleration of…
Manipulating the data: Teaching and Naplan in the control society
High-stakes testing is changing what it means to be a ‘good teacher’ in the contemporary school. This paper uses Deleuze and Guattari's ideas on the control society and dividuation in the context of National Assessment Program Literacy and Numeracy (NAPLAN) testing in Australia to suggest that the database generates new understandings of the ‘good teacher’. Media reports are used to look at how teachers are responding to the high-stakes database …
Doing time in the sociology of education
This article is both an editorial introduction for this special issue and a distinctive contribution in its own right. The article seeks to extend a dynamic and multiple conception of time to the sociology of education to think beyond the clock time associated with modernity and industrialisation. This need is illustrated through an account and critique of E.P. Thompson’s canonical account of clock time. The article argues that this construction …
Education policy-making and time
This paper examines the global policy convergence toward high-stakes testing in schools and the use of test results to ‘steer at a distance’, particularly as it applies to policy-makers’ promise to improve teacher quality. Using Deleuze’s three syntheses of time in the context of the Australian policy blueprint Quality Education, this paper argues that using test scores to discipline teaching repeats the past habit of policy-making as continuing …
Workload, work intensification and time poverty for teachers and school leaders: A Systematic Research Synthesis
This paper presents a synthesis of research literature concerned with teachers’ and school leaders’ experiences of workload and work intensification. Forty papers met the inclusion criteria for the research synthesis. From the analysis, we drew out both definitional and experiential accounts. Firstly, while we mostly found a conflation of the concepts of workload and work intensification, there is a distinction between the two that was apparent i…
The Becoming-Statistic: Information Ontologies and Computerized Adaptive Testing in Education
This article examines how computerized adaptive testing functions in relation to learning in control societies. We first document the transition from static and discrete forms of statistical work that characterized Foucault's disciplinary societies into the continuous, predictive analytics that have emerged as the powerful form of statistical work in Deleuze's control societies. We then explore the function of information science ontologies in ad…
Principals of audit: Testing, data and ‘implicated advocacy’
Historically, school leaders have occupied a somewhat ambiguous position within networks of power. On the one hand, they appear to be celebrated as what Ball (2003 Ball, S., 2003. The teacher's soul and the terrors of performativity. Journal of education policy, 18 (2), 215–228.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) has termed the ‘new hero of educational reform'; on the other, they are often ‘held to account’ through t…
Toward an international measure of global competence? A critical look at the Pisa 2018 framework
This paper focuses on the OECD’s PISA 2018 international framework for global competence. Given the growing national and international attention on educating for global competence, and absent of other measures, there is a need to scrutinise this framework. Our critical analysis is conceptually framed by academic literature related to (a) the OECD’s influential role in facilitating neoliberal education policy trends, (b) disjuncture and debate sur…
The Logics of Good Teaching in an Audit Culture: A Deleuzian analysis
This article examines the attempted reform of education within an emerging audit culture in Australia that has led to the implementation of a high-stakes testing regime known as NAPLAN. NAPLAN represents a machine of auditing, which creates and accounts for data that are used to measure, amongst other things, good teaching. In particular, we address the logics of a policy intervention that aims to improve the quality of education through returnin…
Acting, accidents and performativity: Challenging the hegemonic good student in secondary schools
Current educational practice tends to ascribe a limiting vision of the good student as one who is well behaved, performs well in assessments and demonstrates values in keeping with dominant expectations. This paper argues that this vision of the good student is antithetical to the lived experience of students as they negotiate their positionality within complex power games in secondary schools. Student voices in focus group research nominate six …
Indentured autonomy’: Headteachers and academisation policy in Northern England
The academisation of schooling in Northern England is an example of a new mode of educational governance that promises greater autonomy for schools and school leaders. A common claim regarding the benefits of academisation is that it will improve student outcomes by delivering greater autonomy for Headteachers. In this paper, six Headteachers from Northern England, who had decided to academise their schools for various reasons, reflect on this pr…
The politics of teaching time in disciplinary and control societies
This article argues that education reform agendas which use policy levers, standardised testing and new regulatory authorities to steer teachers’ work at a distance are creating a new temporal politics. Evidence from interviews with teachers and principals in Australian schools suggests that these reforms are impacting on individual experiences of the rhythms of their day-to-day work. First, there is a disquieting perception of an acceleration of…
Computer adaptive testing, big data and algorithmic approaches to education
This article critically considers the promise of computer adaptive testing (CAT) and digital data to provide better and quicker data that will improve the quality, efficiency and effectiveness of schooling. In particular, it uses the case of the Australian NAPLAN test that will become an online, adaptive test from 2016. The article argues that CATs are specific examples of technological ensembles which are producing, and working through, new subj…
Becoming-topologies of education: Deformations, Networks and the Database Effect
This article uses topological approaches to suggest that education is becoming-topological. Analyses presented in a recent double-issue of Theory, Culture & Society are used to demonstrate the utility of topology for education. In particular, the article explains education's topological character through examining the global convergence of education policy, testing and the discursive ranking of systems, schools and individuals in the promise of r…
Romancing the public school: Attachment, publicness and privatisation
In Anglophone countries, narratives of public schooling tend to emphasise generic hopes about schooling as central to the idea of a public good, including fostering community, delivering equality and protecting broad notions of democracy. However, as public systems become more open to privatised logics, these hopes sit alongside fears for the future of ‘publicness’. Through analysis of participant interviews in four education systems in Canada, E…
The logic of data-sense: Thinking through Learning Personalisation
Big Data and Learning Analytics’ promise to revolutionise educational institutions, endeavours, and actions through more and better data is now compelling. Multiple, and continually updating, data sets produce a new sense of ‘personalised learning’. A crucial attribute of the datafication, and subsequent profiling, of learner behaviour and engagement is the continual modification of the learning environment to induce greater levels of investment …
Mired in the shadows: Quiet Students in Secondary Schools
Quiet students are a feature of the organisation of secondary schools. Using qualitative methods and Deleuzean conceptualisations of modern subjectivity, this paper explores the ways that quiet students negotiate the terrain of their school. These negotiations often seem to produce a self that is trapped rather than a subject who seizes opportunities to be inventive, creative and experimental of their self. Understanding the faciality of quiet st…
Running the canteen for profit: Funding, parents and philanthropy in Queensland state schools
In a globally austere policy context, state financing of public services has been positioned as perennially ‘in crisis’ with private intervention a positive solution. There is a general assumption – in education policy and practice – that philanthropic donations can be a solution to reduced public funding of schooling. While much research investigates the role of new philanthropy and venture capital in funding and influencing public schooling, th…
Mapping Teacher-Faces
If you can’t beat them, join them’: Utility, markets and the absent entrepreneur
Marketisation and competition within public schooling systems impact the work of principals in varying ways. Previous work on the marketisation of schooling and school autonomy has drawn attention to the ‘entrepreneurial principal’ as an effect of marketisation. In this paper we explore principals’ engagements with marketisation based on 21 interviews with public school principals across two Australian states. Using the work of Christiaens (Citat…
Validity and participation: Implications for school comparison of Australia’s National Assessment Program
The National Assessment Program – Literacy and Numeracy (NAPLAN) in Australia is a series of literacy and numeracy tests that are used for purposes of school comparison. This paper argues that a key question for this use lies in whether or not this is a reasonable, or valid, use of the test data. Using Kane’s argumentative approach to validity, this paper argues that the comparisons of the quality of student achievement made available on the My S…
Two special papers in this issue ofDiscourse
In this issue of Discourse: Studies in the Cultural Politics of Education there are two special papers – one by Stephen Ball and the other by Michelle Bae and Greg Dimitriadis – that we, as editors
Acting, accidents and performativity: Challenging the hegemonic good student in secondary schools
Current educational practice tends to ascribe a limiting vision of the good student as one who is well behaved, performs well in assessments and demonstrates values in keeping with dominant expectations. This paper argues that this vision of the good student is antithetical to the lived experience of students as they negotiate their positionality within complex power games in secondary schools. Student voices in focus group research nominate six …
Mired in the shadows: Quiet Students in Secondary Schools
Quiet students are a feature of the organisation of secondary schools. Using qualitative methods and Deleuzean conceptualisations of modern subjectivity, this paper explores the ways that quiet students negotiate the terrain of their school. These negotiations often seem to produce a self that is trapped rather than a subject who seizes opportunities to be inventive, creative and experimental of their self. Understanding the faciality of quiet st…
Spinning in the Naplan Ether: ‘Postscript on the Control Societies’ and the Seduction of Education in Australia
This paper applies concepts Deleuze developed in his ‘Postscript on the Societies of Control’, especially those relating to modulatory power, dividuation and control, to aspects of Australian schooling to explore how this transition is manifesting itself. Two modulatory machines of assessment, NAPLAN and My Schools, are examined as a means to better understand how the disciplinary institution is changing as a result of modulation. This transition…
The Logics of Good Teaching in an Audit Culture: A Deleuzian analysis
This article examines the attempted reform of education within an emerging audit culture in Australia that has led to the implementation of a high-stakes testing regime known as NAPLAN. NAPLAN represents a machine of auditing, which creates and accounts for data that are used to measure, amongst other things, good teaching. In particular, we address the logics of a policy intervention that aims to improve the quality of education through returnin…
Mapping Teacher-Faces
That’s Not For Our Kids: The strange death of philosophy and ethics in a low socioeconomic secondary school
This article reflects on the successes and failures of a new Philosophy and Ethics course in a low socioeconomic context in Perth, Western Australia, with the eventual demise of the subject in the school at the end of 2010. We frame this reflection within Deleuzian notions of geophilosophy to advocate for a Philosophy and Ethics that is informed by nomadic thought, as this offers a critical freedom for students to transform themselves and their s…
The Eternal Return of Teaching in the Time of the Corporation
This article addresses the new conditions under which teachers are making the choice to teach. Our core contention is that the reorganisation of schools according to the logic of the corporation, as described in Deleuze's ‘Postscript’, is changing the flows and forces on the primary surface of ‘the classroom’. These changes block the usual movements of teaching to discipline, normalise and individualise, which was the role of the school as precur…
Education policy-making and time
This paper examines the global policy convergence toward high-stakes testing in schools and the use of test results to ‘steer at a distance’, particularly as it applies to policy-makers’ promise to improve teacher quality. Using Deleuze’s three syntheses of time in the context of the Australian policy blueprint Quality Education, this paper argues that using test scores to discipline teaching repeats the past habit of policy-making as continuing …
Manipulating the data: Teaching and Naplan in the control society
High-stakes testing is changing what it means to be a ‘good teacher’ in the contemporary school. This paper uses Deleuze and Guattari's ideas on the control society and dividuation in the context of National Assessment Program Literacy and Numeracy (NAPLAN) testing in Australia to suggest that the database generates new understandings of the ‘good teacher’. Media reports are used to look at how teachers are responding to the high-stakes database …
National Testing in Schools: An Australian Assessment
Producing the Naplan Machine: A Schizoanalytic Cartography
Everything revolves around desiring-machines and the production of desire... Schizoanalysis merely asks what are the machinic, social and technical indices on a socius that open to desiring-machines (Deleuze & Guattari, 1983, pp. 380-381). Achievement tests like NAPLAN are fairly recent, yet common, education policy initiatives in much of the Western world. They intersect with, use and change pre-existing logics of education, teaching and learnin…
Education and the Relation to the Outside: A Little Real Reality
One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These…
Principals of audit: Testing, data and ‘implicated advocacy’
Historically, school leaders have occupied a somewhat ambiguous position within networks of power. On the one hand, they appear to be celebrated as what Ball (2003 Ball, S., 2003. The teacher's soul and the terrors of performativity. Journal of education policy, 18 (2), 215–228.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) has termed the ‘new hero of educational reform'; on the other, they are often ‘held to account’ through t…
Becoming-topologies of education: Deformations, Networks and the Database Effect
This article uses topological approaches to suggest that education is becoming-topological. Analyses presented in a recent double-issue of Theory, Culture & Society are used to demonstrate the utility of topology for education. In particular, the article explains education's topological character through examining the global convergence of education policy, testing and the discursive ranking of systems, schools and individuals in the promise of r…
Two special papers in this issue ofDiscourse
In this issue of Discourse: Studies in the Cultural Politics of Education there are two special papers – one by Stephen Ball and the other by Michelle Bae and Greg Dimitriadis – that we, as editors
The Becoming-Statistic: Information Ontologies and Computerized Adaptive Testing in Education
This article examines how computerized adaptive testing functions in relation to learning in control societies. We first document the transition from static and discrete forms of statistical work that characterized Foucault's disciplinary societies into the continuous, predictive analytics that have emerged as the powerful form of statistical work in Deleuze's control societies. We then explore the function of information science ontologies in ad…
Validity and participation: Implications for school comparison of Australia’s National Assessment Program
The National Assessment Program – Literacy and Numeracy (NAPLAN) in Australia is a series of literacy and numeracy tests that are used for purposes of school comparison. This paper argues that a key question for this use lies in whether or not this is a reasonable, or valid, use of the test data. Using Kane’s argumentative approach to validity, this paper argues that the comparisons of the quality of student achievement made available on the My S…
Computer adaptive testing, big data and algorithmic approaches to education
This article critically considers the promise of computer adaptive testing (CAT) and digital data to provide better and quicker data that will improve the quality, efficiency and effectiveness of schooling. In particular, it uses the case of the Australian NAPLAN test that will become an online, adaptive test from 2016. The article argues that CATs are specific examples of technological ensembles which are producing, and working through, new subj…
The politics of teaching time in disciplinary and control societies
This article argues that education reform agendas which use policy levers, standardised testing and new regulatory authorities to steer teachers’ work at a distance are creating a new temporal politics. Evidence from interviews with teachers and principals in Australian schools suggests that these reforms are impacting on individual experiences of the rhythms of their day-to-day work. First, there is a disquieting perception of an acceleration of…
Doing time in the sociology of education
This article is both an editorial introduction for this special issue and a distinctive contribution in its own right. The article seeks to extend a dynamic and multiple conception of time to the sociology of education to think beyond the clock time associated with modernity and industrialisation. This need is illustrated through an account and critique of E.P. Thompson’s canonical account of clock time. The article argues that this construction …
The logic of data-sense: Thinking through Learning Personalisation
Big Data and Learning Analytics’ promise to revolutionise educational institutions, endeavours, and actions through more and better data is now compelling. Multiple, and continually updating, data sets produce a new sense of ‘personalised learning’. A crucial attribute of the datafication, and subsequent profiling, of learner behaviour and engagement is the continual modification of the learning environment to induce greater levels of investment …
Toward an international measure of global competence? A critical look at the Pisa 2018 framework
This paper focuses on the OECD’s PISA 2018 international framework for global competence. Given the growing national and international attention on educating for global competence, and absent of other measures, there is a need to scrutinise this framework. Our critical analysis is conceptually framed by academic literature related to (a) the OECD’s influential role in facilitating neoliberal education policy trends, (b) disjuncture and debate sur…
Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta
This paper uses Anderson’s notion of ‘imagined community’ to argue that how people think about the publicness of their school system provides insight into the functioning and flourishing of communities, societies and nations. We focus on the privatisation of public schooling in Alberta, Canada and Northern England to highlight tensions between the provision of public schooling today and a romanticised, historical imagining of the public school pr…
Indentured autonomy’: Headteachers and academisation policy in Northern England
The academisation of schooling in Northern England is an example of a new mode of educational governance that promises greater autonomy for schools and school leaders. A common claim regarding the benefits of academisation is that it will improve student outcomes by delivering greater autonomy for Headteachers. In this paper, six Headteachers from Northern England, who had decided to academise their schools for various reasons, reflect on this pr…
Postscript on the empire of control
This paper maps Hardt and Negri’s use of Deleuze (and Guattari’s) philosophical commitment to the control society as a temporal phenomena in the context of education. Education is important because it is pushed and pulled by those vectors that Hardt and Negri see as central tensions in late capitalism: localism vs globalisation, discipline vs control, codes vs axioms, metrics vs expertise and so on. In Empire, Hardt and Negri represent Empire as …
Sociology (35 works) · Political science (29 works) · Global Educational Policies and Reforms (25 works) · Law (19 works) · Computer Science (16 works) · Epistemology (16 works) · Pedagogy (16 works) · Psychology (16 works) · Law (15 works) · Economics (14 works)