Policy critics and policy survivors

Who Are They and How Do They Contribute to a Department Policy Role Typology

Bibliographic Data

ID2935993
AuthorsJennie Golding (0000-0001-7903-1931, Department of Curriculum, Pedagogy and Assessment, UCL Institute of Education, London, UK, corresponding author)
Year2017
Volume38
Issue6
Pages923-936
Publication date2017-11-02
Open AccessYes
TypeARTICLE
VenueDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Journal identifiersISSN: 0159-6306 • E-ISSN: 1469-3739
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2016.1183589
OpenAlexW2395985658
LanguageEN
Citations received10
References cited17

This paper considers the policy ‘roles’ adopted by teachers enacting policy in a department. It draws on a longitudinal study of two secondary mathematics departments endeavouring to make deep change aligned with a demanding curriculum policy. The study validates aspects of an existing typology, demonstrates the existence of a variety of policy ‘critics’ and adds a category of ‘survivor’ teacher, showing the role can have considerable impact on enactment. The paper argues for an extension to a group construct of ‘policy role’, here at a department level, and shows that as teachers struggle to marry the constraints of the range of policies to which they are subject with the time and effort needed to maintain deeply espoused professional values, an adopted group role can serve either to support or constrain individual teacher efforts

Curriculum · Library science · Longitudinal study · Pedagogy · Policy analysis · Political science · Public relations · Sociology · Typology · Computer Science · Educational Assessment and Improvement · Educator Training and Historical Pedagogy · Medicine · Psychology · Public Administration · Teacher Education and Leadership Studies

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