Andrew Pennington
Biographic Data
| ID | 3802025 |
|---|---|
| NAME | Andrew Pennington |
| GIVEN NAMES | Andrew |
| FAMILY NAME | Pennington |
| SIGNATURE | PENNINGTON A |
| AFFILIATIONS | York St John University |
| ORCID | 0000-0002-2286-8375 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1963 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
The new normal isn’t normal: To what extent has the Covid-19 pandemic affected secondary school children’s mental health and wellbeing in the North of England
This paper reports on a study exploring the impact of the Covid-19 pandemic on secondary school children's mental health and wellbeing in the North of England. It explores three research questions: to what extent has the Covid-19 pandemic affected secondary school children’s mental health and wellbeing in England? What did students value most for their mental health and wellbeing in a secondary school context during the Covid-19 pandemic? What ar…
Academisation, neoliberal technologies of governance and the rapid growth of multi-academy trusts (MATs) in England
Academisation of schooling in England is a significant development with consequences for the disavowal of the role of community and democracy in education at the local level and wider resonance for geo-policy jurisdictions where neoliberal education reforms play out. This study analyses the operation of power and control of Multi Academy Trust (MAT) boards and the apparent diminution of local oversight and accountability, the bedrock of an inclus…
‘Back to the future’: Thinking with Hannah Arendt (1906–1975) and Alec Clegg (1909–1986) on the promise of education
This article analyses, mingles and blends divergent and complementary strands from the thinking of Hannah Arendt (1906–1975) and Sir Alec Clegg (1909–1986), two contemporaneous but different influential public figures and thinkers in the post-World War Two period. The paper uses these strands to construct a critique of the current colonisation of education by neo-liberal economic logics and performative architecture. Their ideas emerge as bulwark…
You just need to work harder’: Misalignments between the rhetoric of social mobility and education for social justice
Examining the entanglement of democracy and social justice in education and the relationship to social mobility, this paper critiques the individualising nature of social mobility in policy discourse as inimical to human flourishing and education as a public good. The rhetoric of social mobility which responsibilises individuals for their success, without due regard to the systemic changes needed to enable this and the societal barriers to social…
Untangling the entangled knot’: A critical and genealogical examination of Multi-Academy Trusts’ (MATs) ideologies, power and governance in England
The reduction in local control and oversight of schooling represented by the growth of Multi Academy Trusts (MATs) in England raises critical issues for public policy. These include the articulation and exercise of power in the governance of MATs, the future of democratic governance of local services and accountability. Applying Foucault’s genealogical framework, the paper analyses the antecedents of current governance arrangements and highlights…
The Past No Longer Casts Light Upon the Future; Our Minds Advance in Darkness’ 1: The Impact and Legacy of Sir Alec Clegg’s Educational Ideas and Practices in the West Riding of Yorkshire (1945-1974)
This paper examines and evaluates some aspects of the legacy of the West Riding of Yorkshire County Council and its long serving Chief Education Officer, Sir Alec Clegg, who held the post between 1945 and 1974. Against a subsequent political discourse of markets, choice and autonomy which portrays local authorities as the cause of poor educational outcomes and school failure, political developments have led to a diminution of the role of local au…
Pre-figurative practice and the educational leadership of Sir Alec Clegg in the West Riding of Yorkshire, England (1945–1974)
This article recalls a time when local government infrastructure was strong and a Chief Education Officer’s (CEO) vision could be realised across a region, in Clegg's case the West Riding of Yorkshire, one of the largest of the pre-1974 counties in England. It is timely to revisit Clegg's educational leadership and practice from 1945-1974, as a valuable source of learning, and challenge to the current ideologically-informed policy rhetoric which …
Using New Media to Build Social Capital for Health: A Qualitative Process Evaluation Study of Participation in the CityNet Project
The present article presents an exploratory qualitative process evaluation study of 'Ambassador' participation in CityNet, an innovative informationcommunication technology-based (ICT) project that aims to build aspects of social capital and improve access to information and services among disadvantaged groups in Nottingham, UK. A purposive sample of 40 'Ambassadors' interviewees was gathered in three waves of data collection. The two emergent an…
Sixth Form Pure Mathematics
The Cavendish Laboratory, Nursery of Genius
Using New Media to Build Social Capital for Health: A Qualitative Process Evaluation Study of Participation in the CityNet Project
The present article presents an exploratory qualitative process evaluation study of 'Ambassador' participation in CityNet, an innovative informationcommunication technology-based (ICT) project that aims to build aspects of social capital and improve access to information and services among disadvantaged groups in Nottingham, UK. A purposive sample of 40 'Ambassadors' interviewees was gathered in three waves of data collection. The two emergent an…
Untangling the entangled knot’: A critical and genealogical examination of Multi-Academy Trusts’ (MATs) ideologies, power and governance in England
The reduction in local control and oversight of schooling represented by the growth of Multi Academy Trusts (MATs) in England raises critical issues for public policy. These include the articulation and exercise of power in the governance of MATs, the future of democratic governance of local services and accountability. Applying Foucault’s genealogical framework, the paper analyses the antecedents of current governance arrangements and highlights…
Pre-figurative practice and the educational leadership of Sir Alec Clegg in the West Riding of Yorkshire, England (1945–1974)
This article recalls a time when local government infrastructure was strong and a Chief Education Officer’s (CEO) vision could be realised across a region, in Clegg's case the West Riding of Yorkshire, one of the largest of the pre-1974 counties in England. It is timely to revisit Clegg's educational leadership and practice from 1945-1974, as a valuable source of learning, and challenge to the current ideologically-informed policy rhetoric which …
The Cavendish Laboratory, Nursery of Genius
Sixth Form Pure Mathematics
Using New Media to Build Social Capital for Health: A Qualitative Process Evaluation Study of Participation in the CityNet Project
The present article presents an exploratory qualitative process evaluation study of 'Ambassador' participation in CityNet, an innovative informationcommunication technology-based (ICT) project that aims to build aspects of social capital and improve access to information and services among disadvantaged groups in Nottingham, UK. A purposive sample of 40 'Ambassadors' interviewees was gathered in three waves of data collection. The two emergent an…
Pre-figurative practice and the educational leadership of Sir Alec Clegg in the West Riding of Yorkshire, England (1945–1974)
This article recalls a time when local government infrastructure was strong and a Chief Education Officer’s (CEO) vision could be realised across a region, in Clegg's case the West Riding of Yorkshire, one of the largest of the pre-1974 counties in England. It is timely to revisit Clegg's educational leadership and practice from 1945-1974, as a valuable source of learning, and challenge to the current ideologically-informed policy rhetoric which …
The Past No Longer Casts Light Upon the Future; Our Minds Advance in Darkness’ 1: The Impact and Legacy of Sir Alec Clegg’s Educational Ideas and Practices in the West Riding of Yorkshire (1945-1974)
This paper examines and evaluates some aspects of the legacy of the West Riding of Yorkshire County Council and its long serving Chief Education Officer, Sir Alec Clegg, who held the post between 1945 and 1974. Against a subsequent political discourse of markets, choice and autonomy which portrays local authorities as the cause of poor educational outcomes and school failure, political developments have led to a diminution of the role of local au…
‘Back to the future’: Thinking with Hannah Arendt (1906–1975) and Alec Clegg (1909–1986) on the promise of education
This article analyses, mingles and blends divergent and complementary strands from the thinking of Hannah Arendt (1906–1975) and Sir Alec Clegg (1909–1986), two contemporaneous but different influential public figures and thinkers in the post-World War Two period. The paper uses these strands to construct a critique of the current colonisation of education by neo-liberal economic logics and performative architecture. Their ideas emerge as bulwark…
You just need to work harder’: Misalignments between the rhetoric of social mobility and education for social justice
Examining the entanglement of democracy and social justice in education and the relationship to social mobility, this paper critiques the individualising nature of social mobility in policy discourse as inimical to human flourishing and education as a public good. The rhetoric of social mobility which responsibilises individuals for their success, without due regard to the systemic changes needed to enable this and the societal barriers to social…
Untangling the entangled knot’: A critical and genealogical examination of Multi-Academy Trusts’ (MATs) ideologies, power and governance in England
The reduction in local control and oversight of schooling represented by the growth of Multi Academy Trusts (MATs) in England raises critical issues for public policy. These include the articulation and exercise of power in the governance of MATs, the future of democratic governance of local services and accountability. Applying Foucault’s genealogical framework, the paper analyses the antecedents of current governance arrangements and highlights…
Academisation, neoliberal technologies of governance and the rapid growth of multi-academy trusts (MATs) in England
Academisation of schooling in England is a significant development with consequences for the disavowal of the role of community and democracy in education at the local level and wider resonance for geo-policy jurisdictions where neoliberal education reforms play out. This study analyses the operation of power and control of Multi Academy Trust (MAT) boards and the apparent diminution of local oversight and accountability, the bedrock of an inclus…
The new normal isn’t normal: To what extent has the Covid-19 pandemic affected secondary school children’s mental health and wellbeing in the North of England
This paper reports on a study exploring the impact of the Covid-19 pandemic on secondary school children's mental health and wellbeing in the North of England. It explores three research questions: to what extent has the Covid-19 pandemic affected secondary school children’s mental health and wellbeing in England? What did students value most for their mental health and wellbeing in a secondary school context during the Covid-19 pandemic? What ar…
Sociology (8 works) · Political science (6 works) · Law (5 works) · Politics (5 works) · Public Administration (5 works) · Psychology (4 works) · Democracy (3 works) · Economics (3 works) · Law (3 works) · Management (3 works)