Context matters
Primary schools and academies reform in England
Bibliographic Data
| ID | 11489339 |
|---|---|
| Authors | Amanda Keddie (0000-0001-6111-0615, Deakin University, corresponding author) |
| Year | 2019 |
| Volume | 34 |
| Issue | 1 |
| Pages | 6-21 |
| Publication date | 2019-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education Policy (JOURNAL) |
| Journal identifiers | ISSN: 0268-0939 • E-ISSN: 1464-5106 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02680939.2017.1402959 |
| OpenAlex | W2767870263 |
| Language | EN |
| Citations received | 19 |
| References cited | 28 |
There is little conclusive evidence linking academies reform in England with school improvement. While this reform has been effective in improving educational outcomes in some contexts, it has been resoundingly unsuccessful in others. Nevertheless, political faith in autonomous schooling as key to a world-class education remains strong. This paper considers how matters of context impact on approaches to and enactments of this policy. Drawing on case study data from two groups of primary schools from (1) a local authority and (2) an academy chain, the paper examines the particular situated, professional, material and external factors that impact on these schools’ capacities to cope with and respond to academies reform. In light of the continued tendency within policy for schools to be dematerialised, the paper argues the ongoing significance of greater attention to matters of context in understanding how schools are navigating the complex terrain of this reform
Context (archaeology · Education reform · Geography · Pedagogy · Political science · Primary education · Sociology · Education Systems and Policy · Global Educational Policies and Reforms · Public Administration · School Choice and Performance
Warnock 40 Years on
Exploring Teachers’ Experience of Occupational Value and Global Accountability Reforms
Portraits of UK Black and South Asian headteachers five years on
Why school context matters in refugee education
Achieving digital education in primary schools
“We have never been public
Making work private
Future directions for context in ICT4D
K to 12 curriculum reform in the Philippines
Barriers to Curriculum Reform
Physical Education Pedagogies Built upon Theories of Movement Learning
School autonomy, marketisation and social justice
Romancing the public school
Intermediaries in local schooling landscapes
Whither employment protections? Deregulation and the flexibilisation of the teaching workforce in the state-funded sector
The very best generation of teachers ever’
The Pupil Premium and policy transfer in English standalone and system leader multi-academy trust academies
Early career primary teachers’ discursive negotiations of academisation
Fearing the ‘Clipboard Police’
The Conservative Party and social policy
Networks, new governance and education
From England with love … ARK, heterarchies and global ‘philanthropic governance’
ARK and the revolution of state education in England
Headteacher autonomy
New modalities of state power
Public Value Management
Policy enactments in the UK secondary school
The politics of the Academies Programme
Heroic heads, mobility mythologies and the power of ambiguity
Primary school leadership in England
No change there then!’ (?)
The disaster of the ‘self‐managing school’ – genesis, trajectory, undisclosed agenda, and effects
The Development of the Academies Programme
The teacher's soul and the terrors of performativity
Taking context seriously
| Citations per year | 2.71 |
|---|---|
| Citation span | 2019 - 2026 (8) |
| Highly cited | No |