Carl Bagley
Biographic Data
| ID | 3887740 |
|---|---|
| NAME | Carl Bagley |
| GIVEN NAMES | Carl |
| FAMILY NAME | Bagley |
| SIGNATURE | BAGLEY C |
| AFFILIATIONS | Durham University |
| ORCID | 0000-0002-3547-0876 |
| VERIFIED | Yes |
| TOTAL WORKS | 34 |
| TOTAL CITATIONS | 176 |
| AUTHOR COUNT | 33 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 8 |
Conceptualising small rural school-community relationships within a divided society: People, meanings, practices and spaces
Small rural schools have often been characterised as being at the heart of their communities. However, there is no clarity on what that means nor on the perceived meaning of ‘community’ within this context. The findings of the Small School Rural Community Study focused on the relationship between small rural schools and the communities they serve within the post-conflict context of Northern Ireland’s religiously divided schooling system. Using su…
Troubling rurality and rural schooling: A qualitative meta-synthesis of research in rural schools in three European national school systems
This qualitative meta-synthesis collects and analyses the multiple and many-faceted understandings, experiences, practices, and school to community or individual relationships described in qualitative research on rural education and schooling in three European national contexts (Sweden, Northern Ireland, and Spain). Our aim was to generate and present a simplifying analytic synthesising narrative about the politics, practices and outcomes for and…
Whose Side Are We On? Toward an Emancipatory Ethic in Critical Arts-Based Research
The renowned U.S. sociologist Howard S. Becker, writing in 1969, posed the ethical question: Whose side are we on? In the context of continued structural inequalities in the distribution of power and wealth and individual and institutional oppression, in terms of class, race, gender, disability, and sexual orientation, this question remains as important as ever. The article, in advocating a robustly partisan approach, offers an emancipatory ethic…
Serving Divided Communities: Consociationalism and the Experiences of Principals of Small Rural Primary Schools in Northern Ireland
Previous studies suggest that small rural schools experience a range of challenges relating to their size, financial difficulties and geographical isolation, as well as potential opportunities relating to their position within their communities. In Northern Ireland, these schools are situated within the comparatively rare context of a religiously divided school system. However, research on these schools in this jurisdiction is scarce. The notion …
Is small beautiful? A scoping review of 21st-century research on small rural schools in Europe
Small rural schools in many countries have historically been viewed as less desirable than their larger urban counterparts, being treated less favourably in the policy arena and facing a risk of closure or amalgamation. Within Europe, they have been the focus of a range of research studies and have been defined in different ways, based mostly on the number of pupils enrolled (typically around 100), but also their geographical isolation or small n…
In the field with two rural primary school head teachers in England
The research focuses on the complexities associated with contemporary rural primary school leadership. The paper draws on in-depth ethnographic research undertaken in two contrasting English rural primary schools and their surrounding community over a period of three years and in particular the experiences and perspectives of the two head teachers from these schools. The paper is conceptually informed by the work of Bourdieu [1984. Distinction: A…
Critical Arts-Based Research: A Performance of Provocation
The article from a critical race theory standpoint draws on data from life history interviews with undocumented Mexican-Americans, and live performance work with Mexican-American artists, to reflect on the methodological issues raised by qualitative research addressing the ways in which critical arts-based research affects research participants as artists, subjects, and audience. To date, arts-based research literature has tended to concentrate o…
The Wiley Handbook of Ethnography of Education
Wiley Handbook of Ethnography of Education
Towards a policy social psychology: Teacher engagement with policy enactment and the core concept of Affective Disruption
The article uncovers the complex process of educational policy enactment and the impact this process has on teachers as policy actors as they undertake the task of introducing a new mathematics curriculum in a Canadian secondary school. The three year study based on in‐depth qualitative interviews adopts a classic grounded theory approach of concurrent iterative cycles of data collection, conceptual categorisation and analytical abstraction, to i…
A space for policy legacy: An ethnographic exploration of a secondary school’s commitment to creativity after national policy priorities have changed
To-date qualitative research in the field of policy enactment has tended to focus on investigating existing national policy discourse and the ways in which this discourse is creatively reconstituted in school-based contexts of practice. In this paper, the focus is on uncovering the ways in which a school-based commitment to a specific policy – in this case creativity – is sustained and has a legacy even after national policy discourse and priorit…
What is ‘policy’ and what is ‘policy response’? An illustrative study of the implementation of the Leadership Standards for Social Justice in Scotland
This article examines ‘policy’ and ‘policy response’ through documentary analysis and an illustrative study of policy implementation. Our approach is informed by Foucault’s (2009) theory that power relations in society are conditioned by a culturally generated set of ideas, and that these relations contain the space for both coercion and resistance. Our aim is to consider the potential for policy compliance and contestation by: (1) describing pol…
School choice with education vouchers: An empirical case study from Hong Kong
This paper seeks to question what impact education vouchers have on the process of school choice. The context examined in the paper is the Pre-primary Education Voucher Scheme (‘Voucher Scheme’) introduced in 2007 in Hong Kong. Using a Straussian grounded theory method, data collected from 40 parent interviews are coded, analysed and developed into categories. The paper analytically situates the findings within a model, derived from the data, whi…
School choice in an English village: Living, loyalty and leaving
In late modernity, the marketisation of public services has become a global policy phenomenon. In the case of schooling, this has resulted in parents discursively positioned as consumers of education making a choice between providers of education. To date the majority of research on parental choice has focused on the urban; this paper is concerned with the rural. Using ethnographic data collected through interviews (N = 24) and observations in on…
School leadership for equity: Lessons from the literature
Responding to Thrupp's [2003. “The School Leadership Literature in Managerialist Times: Exploring the Problem of Textual Apologism.” School Leadership & Management: Formerly School Organisation 23 (2): 169] call for writers on school leadership to offer ‘analyses which provide more critical messages about social inequality and neoliberal and managerialist policies’ we use Foucault's [2000. “The Subject and Power.” In Michel Foucault: Power, edite…
Community strikes back? Belonging and exclusion in rural English villages in networked times
The paper draws upon ethnographic research of two contrasting English primary schools and their villages to explore the themes of belonging and exclusion in contemporary rural contexts. The paper first describes the schools and the villages. A second, conceptual section explores the meaning of rurality in relation to the themes of class, belonging and exclusion. The final section of the paper then weaves these sections together through an analysi…
Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policy making and educational changes
Rural schools, social capital and the Big Society: A theoretical and empirical exposition
The paper commences with a theoretical exposition of the current UK government's policy commitment to the idealised notion of the Big Society and the social capital currency underpinning its formation. The paper positions this debate in relation to the rural and adopts an ethnographically‐informed methodological approach to provide an in‐depth look at two contrasting English rural primary schools and their relationship with their village communit…
The fieldworker not in the head's office: An empirical exploration of the role of an English rural primary school within its village
This paper presents the findings of a project exploring the role of an English primary school inside its rural village. The fieldwork discovered that the school had lacked a full-time head teacher for a number of years and the paper explicates three dynamics to unravel why: (1) interpersonal issues (high staff turnover and the legacy of a former head); (2) the political–economic development of the village and its shifting local ‘squirearchy’; and…
Critical arts‐based research in education: Performing undocumented historias
The article seeks to elucidate and academically position the genre of critical arts‐based research in education. The article fuses Critical Race Theory (CRT), life history and performance, alongside work with undocumented American students of Mexican origin, to show how a politicised qualitative paradigmatic re envisioning can occur in which counter‐histories and counter‐stories can be co‐created into a powerful, evocative, and transformative art…
From Sure Start to Children’s Centres: Capturing the erosion of social capital
Discourses within the UK Labour government’s welfare policy agenda have consistently featured a reformulation of programmatic governance away from both centralised hierarchies and neo‐liberal markets to a social policy strategy that highlights a commitment to inclusive partnership working. Significantly, this process of meaningful social engagement and empowerment is intended to be facilitated and sustained through the building and deployment of …
Ni de aquí ni from there’. Navigating between contexts: Counter‐narratives of undocumented Mexican students in the United States
Research has documented the ways in which students of Mexican origin are not succeeding academically in the same proportion as the rest of the US population. This process of educational failure occurs in the context of overt and more subtle forms of racism experienced throughout their schooling and everyday lives. Undocumented Mexican students face even harsher educational challenges as they experience life in a post‐September 11th environment of…
The ethnographer as impresario–joker in the (re)presentation of educational research as performance art: Towards a performance ethic
The paper reflects critically on the use of arts-based approaches to (re)present ethnographic educational research data, positing that the use of these artistic genres while creating new opportunities for engaging and enacting the complexities of twenty-first century realities also pose new challenges particularly in relation to the application of a performative methodological rigour. In engaging with this issue, the author conceptually borrows i…
Shifting boundaries in ethnographic methodology
Educational ethnography as performance art: Towards a Sensuous Feeling and Knowing
The article methodologically positions and subsequently describes an ethnographic-based performance art piece staged as the author's keynote address at the UK's first international conference on Arts-Based Educational Research held at Queen's University Belfast. The article draws on existing arts-based research literature and a range of participant 'voices' - including the voice of the author as 'impresario' whose research provided the ethnograph…
Educational Research and Intertextual Forms of (Re)Presentation: The Case for Dancing the Data
Contemporary dialogues concerning qualitative methodology focus increasingly on alternative forms of data (re)presentation. This article explores the use of dance as a medium for such (re)presentation. The article contextualizes, describes, and reflects on a performance by the authors staged at the 1998 Annual Conference of the American Educational Research Association. The (re)presentation in words and movement was choreographed from research on…
Ni de aquí ni from there’. Navigating between contexts: Counter‐narratives of undocumented Mexican students in the United States
Research has documented the ways in which students of Mexican origin are not succeeding academically in the same proportion as the rest of the US population. This process of educational failure occurs in the context of overt and more subtle forms of racism experienced throughout their schooling and everyday lives. Undocumented Mexican students face even harsher educational challenges as they experience life in a post‐September 11th environment of…
Educational ethnography as performance art: Towards a Sensuous Feeling and Knowing
The article methodologically positions and subsequently describes an ethnographic-based performance art piece staged as the author's keynote address at the UK's first international conference on Arts-Based Educational Research held at Queen's University Belfast. The article draws on existing arts-based research literature and a range of participant 'voices' - including the voice of the author as 'impresario' whose research provided the ethnograph…
Black and White Unite or Flight? The racialised dimension of schooling and parental choice
In the late 1980s UK education witnessed a few highly publicised, controversial and contentious cases of white parents successfully campaigning to have their children educated in predominantly white schools. Since then educational reforms have sought to give parents even greater choice of school, while discussion around white parental choice and ‘race’ has remained largely silent. This paper reopens that debate by examining the extent to which ‘r…
School Choice, Markets and Special Educational Needs
Locating the debate within a policy framework of school choice and special educational needs (SEN) in England and Wales, the article investigates the ways in which schools competing within the educational marketplace perceive and respond to the needs of parents of SEN students, and considers the perspectives, experiences and values of these parents relating to school choice. In focusing in-depth on one case study area the article draws on the qua…
Critical arts‐based research in education: Performing undocumented historias
The article seeks to elucidate and academically position the genre of critical arts‐based research in education. The article fuses Critical Race Theory (CRT), life history and performance, alongside work with undocumented American students of Mexican origin, to show how a politicised qualitative paradigmatic re envisioning can occur in which counter‐histories and counter‐stories can be co‐created into a powerful, evocative, and transformative art…
I am much more than just a mum’. Social capital, empowerment and Sure Start
An earlier article published in this journal sought to recover the views of professionals concerned with the delivery and implementation of a 'Third Way' multiagency programme tackling the social exclusion of young children and their families known as Sure Start. The tentative findings suggested a 'bottom‐up' partnership perspective was held by professionals as they engaged in a process of 'civic entrepreneurship' to build social capital within t…
Renewed methodologies1 for social research: Ethno-Mimesis as Performative Praxis
Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policy making and educational changes
Critical Arts-Based Research: A Performance of Provocation
The article from a critical race theory standpoint draws on data from life history interviews with undocumented Mexican-Americans, and live performance work with Mexican-American artists, to reflect on the methodological issues raised by qualitative research addressing the ways in which critical arts-based research affects research participants as artists, subjects, and audience. To date, arts-based research literature has tended to concentrate o…
Rural schools, social capital and the Big Society: A theoretical and empirical exposition
The paper commences with a theoretical exposition of the current UK government's policy commitment to the idealised notion of the Big Society and the social capital currency underpinning its formation. The paper positions this debate in relation to the rural and adopts an ethnographically‐informed methodological approach to provide an in‐depth look at two contrasting English rural primary schools and their relationship with their village communit…
Shifting boundaries in ethnographic methodology
Documents and debates Social exclusion, sure start and organizational social capital: Evaluating inter‐disciplinary multi‐agency working in an education and health work programme
Social policy‐making in the UK under the Labour government has galvanized around the issue of social exclusion, identifying young children (0–4 years) and their families living in areas of high social disadvantage to be particularly at risk. This paper attempts to recover the experiences and views of professionals concerned with the delivery and implementation of a multi‐agency programme tackling the social exclusion of these young children and t…
Renewed Methodologies for Social Research: Ethno-Mimesis as Performative Praxis
This paper focuses upon renewed methodologies for social research in order to explore and re-present the complexity of lived relations in contemporary society. Renewed methodologies can transgress conventional or traditional ways of analysing and representing research data. This paper combines socio-cultural theory; experience (life stories); and practice (exhibition/performance) defined as ethno-mimesis to explore and better understand key theme…
School leadership for equity: Lessons from the literature
Responding to Thrupp's [2003. “The School Leadership Literature in Managerialist Times: Exploring the Problem of Textual Apologism.” School Leadership & Management: Formerly School Organisation 23 (2): 169] call for writers on school leadership to offer ‘analyses which provide more critical messages about social inequality and neoliberal and managerialist policies’ we use Foucault's [2000. “The Subject and Power.” In Michel Foucault: Power, edite…
The ethnographer as impresario–joker in the (re)presentation of educational research as performance art: Towards a performance ethic
The paper reflects critically on the use of arts-based approaches to (re)present ethnographic educational research data, positing that the use of these artistic genres while creating new opportunities for engaging and enacting the complexities of twenty-first century realities also pose new challenges particularly in relation to the application of a performative methodological rigour. In engaging with this issue, the author conceptually borrows i…
School choice in an English village: Living, loyalty and leaving
In late modernity, the marketisation of public services has become a global policy phenomenon. In the case of schooling, this has resulted in parents discursively positioned as consumers of education making a choice between providers of education. To date the majority of research on parental choice has focused on the urban; this paper is concerned with the rural. Using ethnographic data collected through interviews (N = 24) and observations in on…
Community strikes back? Belonging and exclusion in rural English villages in networked times
The paper draws upon ethnographic research of two contrasting English primary schools and their villages to explore the themes of belonging and exclusion in contemporary rural contexts. The paper first describes the schools and the villages. A second, conceptual section explores the meaning of rurality in relation to the themes of class, belonging and exclusion. The final section of the paper then weaves these sections together through an analysi…
The fieldworker not in the head's office: An empirical exploration of the role of an English rural primary school within its village
This paper presents the findings of a project exploring the role of an English primary school inside its rural village. The fieldwork discovered that the school had lacked a full-time head teacher for a number of years and the paper explicates three dynamics to unravel why: (1) interpersonal issues (high staff turnover and the legacy of a former head); (2) the political–economic development of the village and its shifting local ‘squirearchy’; and…
Implementation of School Choice Policy: Interpretation and response by parents of students with special educational needs
In England a restructured school system has been functioning throughout the 1990s. An integral aspect of this restructuring is the creation of a more competitive public‐market school system aimed at enhancing parental opportunities for choice amongst publicly‐funded schools. What has been the experience of the restructured system by one particular group of parents with specific needs and preferences, namely parents of students with special educat…
In the field with two rural primary school head teachers in England
The research focuses on the complexities associated with contemporary rural primary school leadership. The paper draws on in-depth ethnographic research undertaken in two contrasting English rural primary schools and their surrounding community over a period of three years and in particular the experiences and perspectives of the two head teachers from these schools. The paper is conceptually informed by the work of Bourdieu [1984. Distinction: A…
Towards a policy social psychology: Teacher engagement with policy enactment and the core concept of Affective Disruption
The article uncovers the complex process of educational policy enactment and the impact this process has on teachers as policy actors as they undertake the task of introducing a new mathematics curriculum in a Canadian secondary school. The three year study based on in‐depth qualitative interviews adopts a classic grounded theory approach of concurrent iterative cycles of data collection, conceptual categorisation and analytical abstraction, to i…
School choice with education vouchers: An empirical case study from Hong Kong
This paper seeks to question what impact education vouchers have on the process of school choice. The context examined in the paper is the Pre-primary Education Voucher Scheme (‘Voucher Scheme’) introduced in 2007 in Hong Kong. Using a Straussian grounded theory method, data collected from 40 parent interviews are coded, analysed and developed into categories. The paper analytically situates the findings within a model, derived from the data, whi…
From Sure Start to Children’s Centres: Capturing the erosion of social capital
Discourses within the UK Labour government’s welfare policy agenda have consistently featured a reformulation of programmatic governance away from both centralised hierarchies and neo‐liberal markets to a social policy strategy that highlights a commitment to inclusive partnership working. Significantly, this process of meaningful social engagement and empowerment is intended to be facilitated and sustained through the building and deployment of …
Troubling rurality and rural schooling: A qualitative meta-synthesis of research in rural schools in three European national school systems
This qualitative meta-synthesis collects and analyses the multiple and many-faceted understandings, experiences, practices, and school to community or individual relationships described in qualitative research on rural education and schooling in three European national contexts (Sweden, Northern Ireland, and Spain). Our aim was to generate and present a simplifying analytic synthesising narrative about the politics, practices and outcomes for and…
Market elements in a public service: An analytical model for studying educational policy
In studying market‐orientated reforms in education, there is a need to explain and account for their impact.1 In this paper, we aim to provide a conceptual framework (the public‐market) applicable to educational policies that incorporate parental choice and school autonomy as important components of the provision of schooling. This offers, we suggest, a sociologically informed framework within which theorising about market‐orientated reforms can …
Black and White Unite or Flight? The racialised dimension of schooling and parental choice
In the late 1980s UK education witnessed a few highly publicised, controversial and contentious cases of white parents successfully campaigning to have their children educated in predominantly white schools. Since then educational reforms have sought to give parents even greater choice of school, while discussion around white parental choice and ‘race’ has remained largely silent. This paper reopens that debate by examining the extent to which ‘r…
School Choice, Markets and Special Educational Needs
Locating the debate within a policy framework of school choice and special educational needs (SEN) in England and Wales, the article investigates the ways in which schools competing within the educational marketplace perceive and respond to the needs of parents of SEN students, and considers the perspectives, experiences and values of these parents relating to school choice. In focusing in-depth on one case study area the article draws on the qua…
Implementation of School Choice Policy: Interpretation and response by parents of students with special educational needs
In England a restructured school system has been functioning throughout the 1990s. An integral aspect of this restructuring is the creation of a more competitive public‐market school system aimed at enhancing parental opportunities for choice amongst publicly‐funded schools. What has been the experience of the restructured system by one particular group of parents with specific needs and preferences, namely parents of students with special educat…
Educational Research and Intertextual Forms of (Re)Presentation: The Case for Dancing the Data
Contemporary dialogues concerning qualitative methodology focus increasingly on alternative forms of data (re)presentation. This article explores the use of dance as a medium for such (re)presentation. The article contextualizes, describes, and reflects on a performance by the authors staged at the 1998 Annual Conference of the American Educational Research Association. The (re)presentation in words and movement was choreographed from research on…
Renewed Methodologies for Social Research: Ethno-Mimesis as Performative Praxis
This paper focuses upon renewed methodologies for social research in order to explore and re-present the complexity of lived relations in contemporary society. Renewed methodologies can transgress conventional or traditional ways of analysing and representing research data. This paper combines socio-cultural theory; experience (life stories); and practice (exhibition/performance) defined as ethno-mimesis to explore and better understand key theme…
Renewed methodologies1 for social research: Ethno-Mimesis as Performative Praxis
Documents and debates Social exclusion, sure start and organizational social capital: Evaluating inter‐disciplinary multi‐agency working in an education and health work programme
Social policy‐making in the UK under the Labour government has galvanized around the issue of social exclusion, identifying young children (0–4 years) and their families living in areas of high social disadvantage to be particularly at risk. This paper attempts to recover the experiences and views of professionals concerned with the delivery and implementation of a multi‐agency programme tackling the social exclusion of these young children and t…
I am much more than just a mum’. Social capital, empowerment and Sure Start
An earlier article published in this journal sought to recover the views of professionals concerned with the delivery and implementation of a 'Third Way' multiagency programme tackling the social exclusion of young children and their families known as Sure Start. The tentative findings suggested a 'bottom‐up' partnership perspective was held by professionals as they engaged in a process of 'civic entrepreneurship' to build social capital within t…
Educational ethnography as performance art: Towards a Sensuous Feeling and Knowing
The article methodologically positions and subsequently describes an ethnographic-based performance art piece staged as the author's keynote address at the UK's first international conference on Arts-Based Educational Research held at Queen's University Belfast. The article draws on existing arts-based research literature and a range of participant 'voices' - including the voice of the author as 'impresario' whose research provided the ethnograph…
The ethnographer as impresario–joker in the (re)presentation of educational research as performance art: Towards a performance ethic
The paper reflects critically on the use of arts-based approaches to (re)present ethnographic educational research data, positing that the use of these artistic genres while creating new opportunities for engaging and enacting the complexities of twenty-first century realities also pose new challenges particularly in relation to the application of a performative methodological rigour. In engaging with this issue, the author conceptually borrows i…
Shifting boundaries in ethnographic methodology
Ni de aquí ni from there’. Navigating between contexts: Counter‐narratives of undocumented Mexican students in the United States
Research has documented the ways in which students of Mexican origin are not succeeding academically in the same proportion as the rest of the US population. This process of educational failure occurs in the context of overt and more subtle forms of racism experienced throughout their schooling and everyday lives. Undocumented Mexican students face even harsher educational challenges as they experience life in a post‐September 11th environment of…
From Sure Start to Children’s Centres: Capturing the erosion of social capital
Discourses within the UK Labour government’s welfare policy agenda have consistently featured a reformulation of programmatic governance away from both centralised hierarchies and neo‐liberal markets to a social policy strategy that highlights a commitment to inclusive partnership working. Significantly, this process of meaningful social engagement and empowerment is intended to be facilitated and sustained through the building and deployment of …
Critical arts‐based research in education: Performing undocumented historias
The article seeks to elucidate and academically position the genre of critical arts‐based research in education. The article fuses Critical Race Theory (CRT), life history and performance, alongside work with undocumented American students of Mexican origin, to show how a politicised qualitative paradigmatic re envisioning can occur in which counter‐histories and counter‐stories can be co‐created into a powerful, evocative, and transformative art…
The fieldworker not in the head's office: An empirical exploration of the role of an English rural primary school within its village
This paper presents the findings of a project exploring the role of an English primary school inside its rural village. The fieldwork discovered that the school had lacked a full-time head teacher for a number of years and the paper explicates three dynamics to unravel why: (1) interpersonal issues (high staff turnover and the legacy of a former head); (2) the political–economic development of the village and its shifting local ‘squirearchy’; and…
School leadership for equity: Lessons from the literature
Responding to Thrupp's [2003. “The School Leadership Literature in Managerialist Times: Exploring the Problem of Textual Apologism.” School Leadership & Management: Formerly School Organisation 23 (2): 169] call for writers on school leadership to offer ‘analyses which provide more critical messages about social inequality and neoliberal and managerialist policies’ we use Foucault's [2000. “The Subject and Power.” In Michel Foucault: Power, edite…
Community strikes back? Belonging and exclusion in rural English villages in networked times
The paper draws upon ethnographic research of two contrasting English primary schools and their villages to explore the themes of belonging and exclusion in contemporary rural contexts. The paper first describes the schools and the villages. A second, conceptual section explores the meaning of rurality in relation to the themes of class, belonging and exclusion. The final section of the paper then weaves these sections together through an analysi…
Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policy making and educational changes
Rural schools, social capital and the Big Society: A theoretical and empirical exposition
The paper commences with a theoretical exposition of the current UK government's policy commitment to the idealised notion of the Big Society and the social capital currency underpinning its formation. The paper positions this debate in relation to the rural and adopts an ethnographically‐informed methodological approach to provide an in‐depth look at two contrasting English rural primary schools and their relationship with their village communit…
School choice in an English village: Living, loyalty and leaving
In late modernity, the marketisation of public services has become a global policy phenomenon. In the case of schooling, this has resulted in parents discursively positioned as consumers of education making a choice between providers of education. To date the majority of research on parental choice has focused on the urban; this paper is concerned with the rural. Using ethnographic data collected through interviews (N = 24) and observations in on…
What is ‘policy’ and what is ‘policy response’? An illustrative study of the implementation of the Leadership Standards for Social Justice in Scotland
This article examines ‘policy’ and ‘policy response’ through documentary analysis and an illustrative study of policy implementation. Our approach is informed by Foucault’s (2009) theory that power relations in society are conditioned by a culturally generated set of ideas, and that these relations contain the space for both coercion and resistance. Our aim is to consider the potential for policy compliance and contestation by: (1) describing pol…
School choice with education vouchers: An empirical case study from Hong Kong
This paper seeks to question what impact education vouchers have on the process of school choice. The context examined in the paper is the Pre-primary Education Voucher Scheme (‘Voucher Scheme’) introduced in 2007 in Hong Kong. Using a Straussian grounded theory method, data collected from 40 parent interviews are coded, analysed and developed into categories. The paper analytically situates the findings within a model, derived from the data, whi…
A space for policy legacy: An ethnographic exploration of a secondary school’s commitment to creativity after national policy priorities have changed
To-date qualitative research in the field of policy enactment has tended to focus on investigating existing national policy discourse and the ways in which this discourse is creatively reconstituted in school-based contexts of practice. In this paper, the focus is on uncovering the ways in which a school-based commitment to a specific policy – in this case creativity – is sustained and has a legacy even after national policy discourse and priorit…
The Wiley Handbook of Ethnography of Education
Sociology (33 works) · Political science (24 works) · Social science (22 works) · Pedagogy (15 works) · Ethnography (12 works) · Anthropology (11 works) · Gender Studies (11 works) · Psychology (11 works) · Public relations (10 works) · Epistemology (9 works)