Pat Mahony
Biographic Data
| ID | 3701347 |
|---|---|
| NAME | Pat Mahony |
| GIVEN NAMES | Pat |
| FAMILY NAME | Mahony |
| SIGNATURE | MAHONY P |
| AFFILIATIONS | University of Roehampton |
| VERIFIED | No |
| TOTAL WORKS | 37 |
| TOTAL CITATIONS | 133 |
| WORKS AS AUTHOR | 34 |
| WORKS AS EDITOR | 3 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 7 |
Getting in, getting on, getting out’
Research into the impact of neoliberalism has shown that institutional and individual pressure on staff working in Higher Education (HE), has changed over the last 30 years. Our first research study showed that the changes resulted in mostly negative experiences for White staff. In a second study we have investigated the impact of neoliberalism on Black, Asian and minority ethnic (BAME) staff to investigate whether experiences matched those of th…
Building Schools for the Future’
This article is based on research undertaken between 2009 and 2012 into the former Labour government's extremely ambitious ‘Building Schools for the Future’ ( BSF ) Programme and its withdrawal by the Coalition government. The project, which utilises analysis of policy documents, case studies in six local authorities ( LA ) and semi‐structured interviews with national and local policy actors, is being funded by Roehampton's Centre for Educational…
Building Schools for the Future’
The Labour Government launched the ‘Building Schools for the Future’ programme (BSF) in February 2003 with the aim of refurbishing or rebuilding all secondary schools in England over a 15‐year period, with an anticipated budget of £45 billion. In this article, we locate BSF in a wider public policy context which has already had important implications in other sectors of public provision. The local improvement finance trusts (LIFTs) initiative wit…
Teacher education research in the UK
This paper offers an analysis of the current state of teacher education research in the United Kingdom (UK). It commences with a brief historical overview of developments over the last century. Some recent «capacity building» initiatives designed to enhance and develop teacher education research are described. There is then a focus on a particular web-based resource that draws together a significant number of publications in UK teacher education …
Research and teacher education in the UK
Should ‘ought’ be taught
Class Matters
Class Matters
Women and Social Class
This volume presents debates on class within an international context. Its particular focus is on women's theorized experience of social class from a variety of feminist perspectives, contextualized in relation to the countries and regions in which they live. Using personal experience as a basis, contributors cover Australia, Bangladesh, Botswana, Britain, Canada, Czechoslovakia and the Czech Republic, India, Israel, Korea, New Zealand, Poland, a…
Building dams in Jordan, assessing teachers in England
This paper describes, in the context of one highly circumscribed element of English educational policy, namely, Threshold assessment, the ways in which the boundaries between the public and the private have become increasingly porous and blurred. In this context, some consequences and implications of private sector involvement in public education are explored. Points of articulation between the specific issues we have encountered in our recent re…
Threshold assessment and performance management
The paper reports on aspects of an ESRC project, ‘The impact of Performance Threshold Assessment on teachers' work’ (ESRC R000239286). The paper begins by explaining the nature and technology of Threshold Assessment, and its location nationally within the performance management system recently introduced into schools in England. We review the monitoring procedures adopted for Round 1 of Threshold and draw attention to the limitations of such stat…
Ne'er the twain shall meet
Ne'er the twain shall meet
This paper considers two examples of recent policies affecting teachers' work, Performance Threshold Assessment in England and Chartered Teacher status in Scotland. Through tracing their origins and motivations, a comparative analysis is offered, which seeks to explore the extent of the influence of national contexts on developments in the restructuring process. Both policies purport to meet the professional needs of teachers who are a few years …
The emotional impact of performance‐related pay on teachers in England
This article reports on the emotional impact of Threshold Assessment on teachers and schools. Using data from an ESRC funded project, ‘The impact of Performance Threshold Assessment on teachers’ work' (ESRC R000239286), we seek to contribute to a growing literature on teachers' emotions by sharing some of the insights gained from 76 interviews undertaken in nine case study primary and secondary schools between 2001–2003. The research has revealed…
Rhetoric or Reality? Ethnic monitoring in the Threshold Assessment of teachers in England and Wales
Following the 1998 Green Paper on teachers' work, the UK government introduced Threshold Assessment of teachers in England and Wales in 2000. Teachers who met the Threshold standards were rewarded with a pay rise and access to an upper pay spine. At the time ministers gave assurances that equal opportunities would be taken very seriously in the implementation of the policy. Drawing on a study funded by the Economic and Social Research Council (ES…
Recapturing imaginations and the gender agenda
This article represents a personal, English and therefore necessarily limited response to important and provocative contributions to our understanding of debates about Gender and Education. I attempt to establish points of connection and discontinuity between the arguments and ideas flowing from the Australian context and those, past and present, that have dominated the English debates around gender and (under)achievement. Finally, I ask (but do …
Threshold assessment
Drawing on the author's current ESRC-funded research (The Impact of Performance Threshold Assessment on Teachers' Work), this article focuses on a current policy initiative in England, namely, the establishment of a performance management regime in schools and, in particular the Threshold Assessment. They examine three aspects of these developments. First, the manner in which the policy was initially established and the current situation regardin…
Modernizing' the teacher
This paper is set in the context of the proposal by the UK government to introduce a 'performance management' policy as a basis on which to organize the management and remuneration of teachers in England. The performance management model envisaged is firmly embedded within managerialist ideology and sets the context for restructured levels of the teaching force and redesigned patterns of progression. 'Professional standards' form an essential ele…
Teacher education and feminism
Consultation and the Management of Consent
Since its inception in 1994, the TTA has relied heavily upon the process of consultation as its ‘preferred’ style of operation. In recent analyses of the state of democracy in England the quality of consultation has been used as one indicator of the democratic state of the nation. Against this background we present our findings from an in‐depth study of the processes and procedures used to develop the Standards for the Award of Qualified Teacher …
Social justice and the reconstruction of teaching
In this paper we argue that conceptions of what constitutes the ‘effective teacher’ and what counts as career progression are being reshaped by the Teacher Training Agency. One initiative which is central to this is the National Professional Qualification framework. We argue that the framework neglects teachers’ responsibilities in relation to social justice and that the teaching profession is being increasingly differentiated in ways which may d…
Democracy and School Leadership in England and Denmark
Evidence will be presented from two projects to support our argument that concepts and associated activities of leadership are shaped by the political contexts in which they are embedded. By comparing the managerialist purposes and definitions of school leadership in England with more democratic orientations in Denmark, we add our voices to the growing concern about the future of democracy in England
Sounds of silence
This article deals with the Teacher Training Agency (TTA) and the implications of its activities for social justice. We argue that the conception of what constitutes the 'effective teacher' is being reshaped by the TTA in line with particular responses to demands for the United Kingdom to become more competitive in the global economy. Teachers' responsibilities in relation to social justice are evacuated as the 'true purposes of schooling' and th…
Problems of accountability in reinvented government
This paper has as its focus the Teacher Training Agency (TTA), its structure and working practices. The Agency will be placed in context of the policy of ‘reinvented government’ which has been emerging in the UK over the last decade. Restructuring the organisational and administrative framework of public policy has given rise to issues concerning principles of accountability and representation. Such concerns are reflected in commentaries and eval…
Talking Heads
Should ‘ought’ be taught
Threshold assessment and performance management
The paper reports on aspects of an ESRC project, ‘The impact of Performance Threshold Assessment on teachers' work’ (ESRC R000239286). The paper begins by explaining the nature and technology of Threshold Assessment, and its location nationally within the performance management system recently introduced into schools in England. We review the monitoring procedures adopted for Round 1 of Threshold and draw attention to the limitations of such stat…
Building dams in Jordan, assessing teachers in England
This paper describes, in the context of one highly circumscribed element of English educational policy, namely, Threshold assessment, the ways in which the boundaries between the public and the private have become increasingly porous and blurred. In this context, some consequences and implications of private sector involvement in public education are explored. Points of articulation between the specific issues we have encountered in our recent re…
The emotional impact of performance‐related pay on teachers in England
This article reports on the emotional impact of Threshold Assessment on teachers and schools. Using data from an ESRC funded project, ‘The impact of Performance Threshold Assessment on teachers’ work' (ESRC R000239286), we seek to contribute to a growing literature on teachers' emotions by sharing some of the insights gained from 76 interviews undertaken in nine case study primary and secondary schools between 2001–2003. The research has revealed…
Sounds of silence
This article deals with the Teacher Training Agency (TTA) and the implications of its activities for social justice. We argue that the conception of what constitutes the 'effective teacher' is being reshaped by the TTA in line with particular responses to demands for the United Kingdom to become more competitive in the global economy. Teachers' responsibilities in relation to social justice are evacuated as the 'true purposes of schooling' and th…
Building Schools for the Future’
The Labour Government launched the ‘Building Schools for the Future’ programme (BSF) in February 2003 with the aim of refurbishing or rebuilding all secondary schools in England over a 15‐year period, with an anticipated budget of £45 billion. In this article, we locate BSF in a wider public policy context which has already had important implications in other sectors of public provision. The local improvement finance trusts (LIFTs) initiative wit…
How Alice's chin really came to be pressed against her foot
Building Schools for the Future’
This article is based on research undertaken between 2009 and 2012 into the former Labour government's extremely ambitious ‘Building Schools for the Future’ ( BSF ) Programme and its withdrawal by the Coalition government. The project, which utilises analysis of policy documents, case studies in six local authorities ( LA ) and semi‐structured interviews with national and local policy actors, is being funded by Roehampton's Centre for Educational…
Policy and Practice in the Professional Development of Teachers
This paper is intended as a contribution towards understanding recent developments in government policy for teacher education by providing an account of the dilemmas and issues the authors are encountering in the course of developing practice in three key areas in the education of teaching. These are: the implementation of school‐based forms of initial teacher education in partnership with schools; the development of higher education involvement …
Getting in, getting on, getting out’
Research into the impact of neoliberalism has shown that institutional and individual pressure on staff working in Higher Education (HE), has changed over the last 30 years. Our first research study showed that the changes resulted in mostly negative experiences for White staff. In a second study we have investigated the impact of neoliberalism on Black, Asian and minority ethnic (BAME) staff to investigate whether experiences matched those of th…
Research and teacher education in the UK
Ne'er the twain shall meet
This paper considers two examples of recent policies affecting teachers' work, Performance Threshold Assessment in England and Chartered Teacher status in Scotland. Through tracing their origins and motivations, a comparative analysis is offered, which seeks to explore the extent of the influence of national contexts on developments in the restructuring process. Both policies purport to meet the professional needs of teachers who are a few years …
Threshold assessment
Drawing on the author's current ESRC-funded research (The Impact of Performance Threshold Assessment on Teachers' Work), this article focuses on a current policy initiative in England, namely, the establishment of a performance management regime in schools and, in particular the Threshold Assessment. They examine three aspects of these developments. First, the manner in which the policy was initially established and the current situation regardin…
Consultation and the Management of Consent
Since its inception in 1994, the TTA has relied heavily upon the process of consultation as its ‘preferred’ style of operation. In recent analyses of the state of democracy in England the quality of consultation has been used as one indicator of the democratic state of the nation. Against this background we present our findings from an in‐depth study of the processes and procedures used to develop the Standards for the Award of Qualified Teacher …
Democracy and School Leadership in England and Denmark
Evidence will be presented from two projects to support our argument that concepts and associated activities of leadership are shaped by the political contexts in which they are embedded. By comparing the managerialist purposes and definitions of school leadership in England with more democratic orientations in Denmark, we add our voices to the growing concern about the future of democracy in England
A Gap in the Market? A consideration of market relations in teacher education
Government policy for teacher education can be linked to policy developments in other sectors of the ‘public’ services. These can be understood as taking the form of a reconstruction of provision in an attempt to make it conform to a particular model of the market. In the paper we describe some of the key concepts, debates and issues concerning the political economy of markets. We identify likely problems and sources of tension and dysfunction wh…
Oppressive pedagogy
Ne'er the twain shall meet
Rhetoric or Reality? Ethnic monitoring in the Threshold Assessment of teachers in England and Wales
Following the 1998 Green Paper on teachers' work, the UK government introduced Threshold Assessment of teachers in England and Wales in 2000. Teachers who met the Threshold standards were rewarded with a pay rise and access to an upper pay spine. At the time ministers gave assurances that equal opportunities would be taken very seriously in the implementation of the policy. Drawing on a study funded by the Economic and Social Research Council (ES…
Recapturing imaginations and the gender agenda
This article represents a personal, English and therefore necessarily limited response to important and provocative contributions to our understanding of debates about Gender and Education. I attempt to establish points of connection and discontinuity between the arguments and ideas flowing from the Australian context and those, past and present, that have dominated the English debates around gender and (under)achievement. Finally, I ask (but do …
Problems of accountability in reinvented government
This paper has as its focus the Teacher Training Agency (TTA), its structure and working practices. The Agency will be placed in context of the policy of ‘reinvented government’ which has been emerging in the UK over the last decade. Restructuring the organisational and administrative framework of public policy has given rise to issues concerning principles of accountability and representation. Such concerns are reflected in commentaries and eval…
Talking Heads
Boys will be boys
Modernizing' the teacher
This paper is set in the context of the proposal by the UK government to introduce a 'performance management' policy as a basis on which to organize the management and remuneration of teachers in England. The performance management model envisaged is firmly embedded within managerialist ideology and sets the context for restructured levels of the teaching force and redesigned patterns of progression. 'Professional standards' form an essential ele…
Teacher education and feminism
Silence is a woman's glory’
How Alice's chin really came to be pressed against her foot
Boys will be boys
The Sexuality Papers
Oppressive pedagogy
Who Pays the Price? Sexual Abuse and Education
Which way forward
Policy and Practice in the Professional Development of Teachers
This paper is intended as a contribution towards understanding recent developments in government policy for teacher education by providing an account of the dilemmas and issues the authors are encountering in the course of developing practice in three key areas in the education of teaching. These are: the implementation of school‐based forms of initial teacher education in partnership with schools; the development of higher education involvement …
A Gap in the Market? A consideration of market relations in teacher education
Government policy for teacher education can be linked to policy developments in other sectors of the ‘public’ services. These can be understood as taking the form of a reconstruction of provision in an attempt to make it conform to a particular model of the market. In the paper we describe some of the key concepts, debates and issues concerning the political economy of markets. We identify likely problems and sources of tension and dysfunction wh…
Promoting Quality and Equality in Schools
Changing schools
Equality in the English marketplace
Sounds of silence
This article deals with the Teacher Training Agency (TTA) and the implications of its activities for social justice. We argue that the conception of what constitutes the 'effective teacher' is being reshaped by the TTA in line with particular responses to demands for the United Kingdom to become more competitive in the global economy. Teachers' responsibilities in relation to social justice are evacuated as the 'true purposes of schooling' and th…
Problems of accountability in reinvented government
This paper has as its focus the Teacher Training Agency (TTA), its structure and working practices. The Agency will be placed in context of the policy of ‘reinvented government’ which has been emerging in the UK over the last decade. Restructuring the organisational and administrative framework of public policy has given rise to issues concerning principles of accountability and representation. Such concerns are reflected in commentaries and eval…
Talking Heads
Social justice and the reconstruction of teaching
In this paper we argue that conceptions of what constitutes the ‘effective teacher’ and what counts as career progression are being reshaped by the Teacher Training Agency. One initiative which is central to this is the National Professional Qualification framework. We argue that the framework neglects teachers’ responsibilities in relation to social justice and that the teaching profession is being increasingly differentiated in ways which may d…
Democracy and School Leadership in England and Denmark
Evidence will be presented from two projects to support our argument that concepts and associated activities of leadership are shaped by the political contexts in which they are embedded. By comparing the managerialist purposes and definitions of school leadership in England with more democratic orientations in Denmark, we add our voices to the growing concern about the future of democracy in England
Teacher education and feminism
Consultation and the Management of Consent
Since its inception in 1994, the TTA has relied heavily upon the process of consultation as its ‘preferred’ style of operation. In recent analyses of the state of democracy in England the quality of consultation has been used as one indicator of the democratic state of the nation. Against this background we present our findings from an in‐depth study of the processes and procedures used to develop the Standards for the Award of Qualified Teacher …
Modernizing' the teacher
This paper is set in the context of the proposal by the UK government to introduce a 'performance management' policy as a basis on which to organize the management and remuneration of teachers in England. The performance management model envisaged is firmly embedded within managerialist ideology and sets the context for restructured levels of the teaching force and redesigned patterns of progression. 'Professional standards' form an essential ele…
Threshold assessment
Drawing on the author's current ESRC-funded research (The Impact of Performance Threshold Assessment on Teachers' Work), this article focuses on a current policy initiative in England, namely, the establishment of a performance management regime in schools and, in particular the Threshold Assessment. They examine three aspects of these developments. First, the manner in which the policy was initially established and the current situation regardin…
Rhetoric or Reality? Ethnic monitoring in the Threshold Assessment of teachers in England and Wales
Following the 1998 Green Paper on teachers' work, the UK government introduced Threshold Assessment of teachers in England and Wales in 2000. Teachers who met the Threshold standards were rewarded with a pay rise and access to an upper pay spine. At the time ministers gave assurances that equal opportunities would be taken very seriously in the implementation of the policy. Drawing on a study funded by the Economic and Social Research Council (ES…
Recapturing imaginations and the gender agenda
This article represents a personal, English and therefore necessarily limited response to important and provocative contributions to our understanding of debates about Gender and Education. I attempt to establish points of connection and discontinuity between the arguments and ideas flowing from the Australian context and those, past and present, that have dominated the English debates around gender and (under)achievement. Finally, I ask (but do …
Women and Social Class
This volume presents debates on class within an international context. Its particular focus is on women's theorized experience of social class from a variety of feminist perspectives, contextualized in relation to the countries and regions in which they live. Using personal experience as a basis, contributors cover Australia, Bangladesh, Botswana, Britain, Canada, Czechoslovakia and the Czech Republic, India, Israel, Korea, New Zealand, Poland, a…
Building dams in Jordan, assessing teachers in England
This paper describes, in the context of one highly circumscribed element of English educational policy, namely, Threshold assessment, the ways in which the boundaries between the public and the private have become increasingly porous and blurred. In this context, some consequences and implications of private sector involvement in public education are explored. Points of articulation between the specific issues we have encountered in our recent re…
Sociology (32 works) · Political science (26 works) · Pedagogy (19 works) · Teacher Education and Leadership Studies (18 works) · Law (16 works) · Public relations (16 works) · Public Administration (14 works) · Law (12 works) · Psychology (12 works) · Politics (11 works)