Navigating the demands of the English schooling context: problematics and possibilities for social equity Keddie, Amanda and Lingard, Bob 2015, Navigating the demands of the English schooling context: problematics and possibilities for social equity, International journal of inclusive education, vol. 19, no. 11, pp. 1117-1125, doi: 10.1080/13603116.2015.1044200. Attached Files Name Description MIMEType Size Downloads Title Navigating the demands of the English schooling context: problematics and possibilities for social equity Author(s) Keddie, Amanda orcid.org/0000-0001-6111-0615 Lingard, Bob Journal name International journal of inclusive education Volume number 19 Issue number 11 Start page 1117 End page 1125 Total pages 9 Publisher Routledge Place of publication Abingdon, Eng. Publication date 2015 ISSN 1360-3116 1464-5173 Keyword(s) English schooling social equity policy reform education governance Summary The English schooling context has seen radical and rapid reform in recent times with the processes of devolution or deconcentration of centralised school governance, on the one hand, and the instating of ever-increasing and rigid external accountabilities, on the other. These reforms driven as they are by neoliberal and neoconservative ideologies have created a new kind of ‘system’ of schooling in England, one that is ‘heterarchical’ in governance, increasingly complex in its overlap, multiplicity and asymmetric power dynamics, but one that remains strongly tied to and regulated by the reductive and narrow measure of ‘success’ imposed by the state. Against this complex and changing backdrop, what constitutes quality and equitable schooling has been transformed. This special issue explores these concerns and, in particular, focuses on how the current demands of the English schooling context construct student achievement and identity, teachers’ work, conceptualisations of knowledge and pedagogy, and school organisation and collaboration. The issue has a strong equity focus. Many of the papers to this end focus on how teachers and schools are navigating through the demands of current policy reform to mobilise spaces of possibility for equity and good schooling. In this paper, we provide a context and framework to set the scene for the subsequent papers in the issue. Language eng DOI 10.1080/13603116.2015.1044200 Field of Research 130304 Educational Administration, Management and Leadership 1303 Specialist Studies In Education Socio Economic Objective 939903 Equity and Access to Education HERDC Research category C1.1 Refereed article in a scholarly journal ERA Research output type C Journal article Copyright notice ©2015, Taylor & Francis Persistent URL http://hdl.handle.net/10536/DRO/DU:30087433 Document type: Journal Article Collection: School of Education Related Links Link Description Connect to published version Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 13 Oct 2016, 14:05:55 EST Fri, 14 Oct 2016, 04:09:10 EST Fri, 14 Oct 2016, 07:22:18 EST Fri, 14 Oct 2016, 07:28:34 EST Fri, 06 Jan 2017, 05:04:00 EST Mon, 09 Jan 2017, 13:42:56 EST Mon, 09 Jan 2017, 13:44:17 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 34 Abstract Views, 0 File Downloads  -  Detailed Statistics Created: Thu, 13 Oct 2016, 14:05:55 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.