Partnership as Educational Policy Imperative
An Unquestioned Good
Bibliographic Data
| ID | 19541307 |
|---|---|
| Authors | John I’anson (University of Stirling), John I'Anson, Sandra Eady (0000-0002-1089-666X, University of Stirling) |
| Year | 2017 |
| Volume | 7 |
| Issue | 3 |
| Pages | e1814 |
| Publication date | 2017-11-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Professions and Professionalism (JOURNAL) |
| Journal identifiers | ISSN: 1893-1049 • E-ISSN: 1893-1049 |
| Publisher | OsloMet - Oslo Metropolitan University (PUBLISHER) |
| DOI | 10.7577/pp.1814 |
| OpenAlex | W2769533507 |
| Language | EN |
| Citations received | 1 |
| References cited | 18 |
“Partnership” is often promoted as an unquestioned “good” for higher education institutions in relation to its various stakeholder organizations. This paper seeks to problematize this uncritical valorization through a critical interrogation of the concepts and socio-material practices associated with partnership. In the name of partnership, new forms of governance are inaugurated that have far-reaching effects. More specifically, this paper is concerned with a critical analysis of partnership in relation to a longitudinal study of the relational practices between a university and five local authorities within a Scottish educational context. In particular, we trace how a “signature event” transformed a partnership assemblage, from one characterized by a grammar of participation, to a formal partnership aligned with a set of principles that we characterize as a grammar of representation. We argue that this transition led to a new assemblage that enacted new accountabilities, performativities, and alignments under the sign of partnership
Corporate governance · Economics · General partnership · Interrogation · Management · Political science · Public relations · Sociology · Collaborative Teaching and Inclusion · Computer Science · Higher Education Practises and Engagement · Law · Public Administration · Teacher Education and Leadership Studies
Crossing and Dwelling
Actor-Network Theory in Education
Limits to Communities of Practice
“I Sign, Therefore I am” (Un)stable Traces of Professional Practices
A Sociomaterial Account of Partnership, Signatures and Accountability in Practice
What do we know about partnership with service users and carers in social work education and how robust is the evidence base
Governing by partnerships
Public accountability in the age of neo‐liberal governance
An analysis of the rhetoric and practice of educational partnerships in the UK
Collaborative working and contested practices
Translating the Prescribed into the Enacted Curriculum in College and School
Meeting the Universe Halfway
An Inquiry Into Modes of Existence
Audit Cultures
Pandora's hope
The teacher's soul and the terrors of performativity
The Routledge Handbook of Multimodal Analysis
Situated Learning
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |