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.

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Title Navigating the demands of the English schooling context: problematics and possibilities for social equity
Author(s) Keddie, AmandaORCID iD for Keddie, Amanda
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
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
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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