Policy Mortality and UK Government Education Policy for Schools in England

Dados Bibliográficos

ID8406331
AutoresHelen Gunter (0000-0002-6486-5033, University of Manchester, autor correspondente), Steven Courtney (0000-0003-2379-7035, University of Manchester)
Ano2023
Volume71
Fascículo4
Páginas353-371
Data de publicação2023-07-04
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoBritish Journal of Educational Studies (JOURNAL)
Identificadores do periódicoISSN: 0007-1005 • E-ISSN: 1467-8527
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00071005.2023.2193066
OpenAlexW4362732607
IdiomaEN
Citações recebidas4
Referências citadas47

Successive UK governments have adopted failure as a strategy in the reform of public education in England: first, to construct crises in order to blame professionals/parents/children for a failing system; and second, to provide rescue solutions that are designed to fail in order to sustain the change imperative. We describe this as policy mortality, or the integration of systemic and organisational ‘death’ within reform design. Our research demonstrates the interplay between the blame for the ‘wrong’ type of school, leader, teacher, pupil, parent, and the claimed ‘solutions’ in the form of new schools (e.g., between 70 and 90 different types in England), organisations (e.g., MATs), professionals (e.g., CEOs), pupils (e.g., branded access to a school place), and parents (e.g., consumer choice). Our research contribution is conceptual through the development of new thinking about policy mortality, whereby the claim is for ‘success’ but the reality is that some professionals, schools, children and parents are required to fail

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