School principals speaking back to widening participation policies in higher education

Blackmore, Jill, Hutchison, Kirsten and Keary, Anne 2017, School principals speaking back to widening participation policies in higher education, Journal of educational administration and history, vol. 49, no. 2, pp. 108-127, doi: 10.1080/00220620.2017.1284766.

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Title School principals speaking back to widening participation policies in higher education
Author(s) Blackmore, JillORCID iD for Blackmore, Jill
Hutchison, KirstenORCID iD for Hutchison, Kirsten
Keary, Anne
Journal name Journal of educational administration and history
Volume number 49
Issue number 2
Start page 108
End page 127
Total pages 20
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2017
ISSN 0022-0620
Keyword(s) widening participation
higher education
Summary This paper examines school principal responses to the policy discourse of widening participation in higher education. As a critical analysis of how policy is produced, read and responded to by principals [Bacchi, C., 2009. Analysing policy: what’s the problem represented to be? New York: Pearson], the paper questions the assumptions underpinning policies aiming to widen participation of young people in schools where families have traditionally not viewed higher education as a possible or desirable option [e.g. Bok, J., 2010. The capacity to aspire to higher education: ‘It’s like making them do a play without a script’. Critical studies in education, 51 (2), 163–178]. Policy is adopted, adapted, ignored or countered by principals and teachers due to ‘situated necessity’ resulting from the history, location, pupil and parental social mix, staffing, material and economic conditions of the school and community infrastructure [Braun, A., et al., 2011. Taking context seriously: towards explaining policy enactments in the secondary school. Discourse: studies in the cultural politics of education, 32 (4), 585–596]. The data are drawn from principal interviews undertaken when researching a Year 8 Mentoring and Tutoring programme, one component of a three year Access Express programme, a federally funded Higher Education and Partnership and Participation Programme, developed by a collaboration between a Victorian university and 7 secondary schools. Access Express’ focus on university-school partnerships captured the trend in Australia, the UK and USA during the 2000s to facilitate transitioning out-of-school through long-term university school partnerships [Armstrong, D. and Cairnduff, A., 2011. Building university-school partnerships. In: D. Bottrell and S. Goodwin, eds. Schools, communities and social inclusion. South Yarra: PalgraveMacmillan, 268–279].
Language eng
DOI 10.1080/00220620.2017.1284766
Field of Research 1303 Specialist Studies In Education
2103 Historical Studies
2202 History And Philosophy Of Specific Fields
Socio Economic Objective 0 Not Applicable
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2017, Informa UK
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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