Indentured autonomy’
Headteachers and academisation policy in Northern England
Bibliographic Data
| ID | 10106552 |
|---|---|
| Authors | Greg Thompson (0000-0003-0484-8175, Queensland University of Technology, Brisbane, Australia, corresponding author), Bob Lingard (0000-0002-4101-9985, University of Queensland, Brisbane, Australia), Stephen Ball (0000-0001-7446-4201, University College London), Stephen J Ball (University College London, London, UK) |
| Year | 2020 |
| Volume | 53 |
| Issue | 3-4 |
| Pages | 215-232 |
| Publication date | 2020-11-24 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Educational Administration & History (JOURNAL) |
| Journal identifiers | ISSN: 0022-0620 • E-ISSN: 1478-7431 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00220620.2020.1850433 |
| OpenAlex | W3107565318 |
| Language | EN |
| Citations received | 20 |
| References cited | 25 |
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 promised autonomy. We develop the concept of ‘indentured autonomy’ (an outcome of negotiating autonomy, continued precariousness and cruel optimism) to explain how these Headteachers’ initial optimism for the academies programme has given way to the concern that they are probably less autonomous now than what they were previously. Paradoxically, these HTs still express a desire for autonomy, even as they reflect that the promised autonomy has not delivered what they had hoped
Autonomy · Corporate governance · Economics · Management · Negotiation · Optimism · Pedagogy · Political science · Sociology · Global Educational Policies and Reforms · Law · Parental Involvement in Education · Psychology · Public Administration · Social Psychology · Teacher Education and Leadership Studies
“The sand doesn’t wait for us”
Quality in School Trusts
Meso-level education governance
Portraits of UK Black and South Asian headteachers five years on
Making work private
What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education
A philanthropic misnomer
Knowledge-making in a crisis
Rethinking equity in school funding models
Leadership in liquid times
The commercialisation of school administration
Mapping the discursive formations of ‘effective’ school governance and the role of parents
Embracing vulnerability
Nordic teachers’ perceptions of school leaders’ autonomy support
Romancing the public school
If you can’t beat them, join them’
Early career primary teachers’ discursive negotiations of academisation
Learning from failure
The Lasting Impact of Accountability, Surveillance, and Toxic Leadership
Leading Inclusive Education
Education reform
Networks, new governance and education
Autonomy, Accountability and Social Justice
Cruel Optimism
Powers of Freedom
Headteacher autonomy
Responsibilisation on Government's Terms
Local management of schools in England
The performance of grant maintained schools in England
Practices of boundary-work in the collaboration between principals and private sponsors in England’s academy schools
Rescaling the local
Steering at a Distance
Toward a theory of schizophrenia
Undoing the Demos
The age of responsibilization
| Unique citing works | 20 |
|---|---|
| Citations per year | 4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 20 |