Search

This paper firstly presents Statement Archaeology, an innovative and rigorous method devised to systematically operationalise the approach to historical exploration used by Michel Foucault in pursuit of the question "how do certain practices become possible at particular moments in history?" Drawing on an analysis of the theoretical basis of Foucault's broad – and arguably equivocal – approach, a series of methodological procedures by which it can be systematically operationalised are set out. These focus on the interrogation of "statements", through a series of questions, against three criteria: Formation, Transformation, and Correlation. Secondly, through the use of a specific policy development in English Religious Education as an exemplar, the paper establishes the potential of the approach. Deploying Statement Archaeology in relation to this example reveals that the change under investigation became possible at a nexus of changes in the rules of what is thinkable and unthinkable within different domains of discourse, and complex and messy processes of changing legitimacies and normalisations, with previously unacknowledged policy-influencers playing an important role. Many existing accounts of this change have overlooked these matters. The paper concludes by arguing that Statement Archaeology has potential significance in any domain of enquiry that seeks answers to the question "how did this particular practice become possible at that particular moment?" [ABSTRACT FROM AUTHOR]

To improve education performance at home, countries cross nationally policy-borrow from jurisdictions ranked highly in international league tables. This paper examines a practical example of one such instance of policy borrowing, Teaching for Mastery (TfM). Over a six year period, interviews were conducted with teachers working in primary schools in the East Midlands region of England. The focus of these interviews was to explore informants' experiences of enacting TfM and their analysis of the UK government's motives for undertaking this borrowing. Applying Baudrillard's ideas around hyperreality and image to these data indicated two key themes: 1) TfM discourses masked crucial aspects of the original policy, with the result that 2) TfM became non-relational to the original and thus hyperreal. The paper suggests strategies that might mitigate against policy becoming hyperreal and concludes that government must carefully consider its motives for engaging in the borrowing process from the outset. [ABSTRACT FROM AUTHOR]

Since 2010, government policy in England has positioned further education almost exclusively as employment-orientated training for school leavers whilst also imposing severe budget cuts. During this period, values-based pedagogies that foreground social justice for students, many of whom come from low-income households, have been undermined. Following the COVID-19 pandemic, there is evidence that the mental health and well-being of further education students has suffered but little is known about the pandemic's effects on teachers.This paper presents analysis of primary research data drawn from interviews with a small sample of further education teachers and managers in the English West Midlands about their mental health and well-being during the pandemic. The paper frames the research data by acknowledging that both mental health nursing and further education teaching are currently riven by contradictions with an epistemological basis anchored in meritocratic and neoliberal policy. Using Lefebvrian theory, our analysis suggests that for further education staff, the pandemic has sharpened the tensions experienced in an already precarious professional role. Key findings were that the further education funding regime drove a 'business as usual' management attitude during the pandemic, and an intensification of work and the erosion of pedagogical practice negatively affected staff's mental health. [ABSTRACT FROM AUTHOR]

In this paper, we make initial advances towards building an argument for the inclusion of Critical Literacy Awareness within the new Early Career Framework in England. Using illustrative examples from recent research projects, we argue that post-2010 education policy has discursively divided practitioners, structuring relationships between different groups of teachers in schools as hierarchical and competitive, rather than collegial and supportive. We argue that such hierarchies may be a contributing factor to the teacher retention crisis, given that research indicates teachers working in schools with a collegial culture are more likely to remain committed and motivated. We propose that engagement with CLA may enable early career teachers to critique and resist dominant discourses which differentiate and hierarchically divide them from their colleagues, and therefore, the utility of CLA should be explored within future iterations of the Early Career Framework. [ABSTRACT FROM AUTHOR]

Given the intense politicisation of education, many teacher educators are caught in the cross-hairs of government's reform agendas, university expectations and student teacher needs. This paper reports on a study of 28 literacy teacher educators in four countries (Canada, US, Australia and England). This paper reports on the broad question: How is politics affecting literacy teacher educators? Three specific aspects are considered: their pedagogies, identity and well-being. It describes how their pedagogy (goals and teaching strategies) has narrowed because of mandated curriculum and exit exams. It shows how their identity as academics is being complicated because they often do not have time for their research. And their well-being is compromised because of excessive external inspections and as their community in the university splinters. [ABSTRACT FROM AUTHOR]

This paper analyses the fracturing of civic and moral virtue within curricular policies pertaining to Citizenship in England since the late 1990s. A longstanding aim of education and schooling, the teaching of citizenship gained a more secure base in the English curriculum with the introduction of Citizenship as a statutory subject for 11–16 years olds from 2002, which owed a great deal to the Report of the Advisory Group on Education for Citizenship and the Teaching of Democracy in Schools (Crick Report). The report drew intimate connections between civic virtue, moral virtue, and personal character. These connections have become seriously fractured over the years since the Crick Report. In charting this fracturing, the paper will examine how the character-influenced direction taken in the early/mid-2000s was replaced by, at first, a more general emphasis on British Values before morphing into a more specific, though no less problematic, concentration on Fundamental British Values. While character education has gained significant policy attention in England over the last six years, the civic dimensions have been at best underplayed, with little connection to education for citizenship. It is argued that without greater clarity and consistency about how the moral – including moral virtues – intersects with the civic in contemporary Britain, official curricular policy (whether for Citizenship education, character education or more generally) will restrict rather than encourage the education of young citizens who are informed, wise, responsible and active participants in their communities. [ABSTRACT FROM AUTHOR]

This paper assesses prospects for the relationship between educational studies and educational practice, with reference to the current institutional and policy context in England. Drawing on the sociology of educational knowledge and practice, it is argued that educational studies can be conceptualised in contrasting ways, by considering internal structures, external relations and how disciplinary problematics are defined, but also by how educational practice is portrayed. To develop the analysis, Bernstein's work on knowledge structures and academic and professional discourses is articulated with philosophical work that distinguishes between different conceptualisations of practice prevalent in the humanities and social sciences. This enables critical reflection on three arrangements of educational studies (the foundation disciplines, the new science, and the deliberative traditions) each with their own internal dynamic, socio-epistemic assumptions, relationship to policy, and implications for the future production of knowledge. This process of reflection is illustrated with reference to some recent developments in England that illuminate the current position of educational studies in relation to educational policy and practice. [ABSTRACT FROM AUTHOR]

This paper, a critical examination of educational concepts, policies and practices, presents findings from research into the impact of accountability agendas on teacher professionalism and pedagogic practices. The study, theoretically framed through Halstead's notions of contractual and responsive accountability, and Gramsci's hegemonic practices, examined secondary arts teachers' pedagogical autonomy and professionalism in England and New Zealand. We provide an overview of current education policy contexts in both countries, and their impact upon secondary school arts education (years 11–16). Drawing from interview data from 15 England and New Zealand teachers, we offer a critique and innovative counter-narrative for the accountability measures currently dominating English schooling. Drawing together perspectives from both jurisdictions, we suggest more inclusive, democratic and responsive assessment and performative measures for the English context. [ABSTRACT FROM AUTHOR]

Rising inflation and slow growth globally have led to governments focussing on value for money, and in the sphere of higher education policy that is often translated into graduate outcomes. In England, the Office for Students (OfS) has created the progression metric which for full-time, first degree and UK domiciled students requires courses to have 60% of graduates with positive outcomes 15 months after graduation. This paper utilises simulations to evaluate the likelihood that the OfS’s approach will fail to identify courses below the threshold (false positives) and incorrectly identify courses at or above the threshold (false negatives). The simulation adapts the levels of positive outcomes within the population (20-90%), sample size (40–1000), percentage sampled (30-90%) and crucially confidence intervals applied (90%, 95% and 99%) to identify courses below threshold. The three main findings are: the choice of 90% CI minimises the likelihood of false positives compared to 95% or 99% CIs; second, larger samples are essential to reduce likelihood of false positives; and third, preferring the 95% confidence interval instead of 99% for taking regulatory action will result in more courses incorrectly identified as below threshold. Governments that choose a statistical approach to regulate educational standards, like the application of confidence intervals to identify provision below quality standards, should utilise simulations to check the likelihood of false positives and false negatives since failure to do so could lead to both: (a) courses below standard not being identified and (b) regulatory action taken incorrectly against provision at or above standards. [ABSTRACT FROM AUTHOR]

Decentralization policy in English education has resulted Multi-Academy Trusts (MATs)-groups of schools governed and led by trustees. Research illustrates that many of these organizations are failing to connect with the school communities they serve. This paper uses documentary analysis and interviews with 30 MAT Board Members to examine this key area. The paper reveals that although there are some strategies in place to overcome this issue, that failure to implement fundamental processes such as communication strategies are leading to fragmentation and feelings of disconnect, and this raises questions as to the extent to which MATs are in touch with and serving their school communities. [ABSTRACT FROM AUTHOR]

In turning a spotlight on students in physical education, this paper seeks to extend applications of policy enactment theory, and particularly, the policy actor framework. Following the lead of Stephen Ball and colleagues, the research that this paper draws on examined the various dimensions of context shaping policy enactment in different schools. The focus of the research was policy associated with ability grouping, and setting particularly, in physical education. The research involved case study work in three mixed-gender secondary schools in England, with 15 physical education teachers participating in semi-structured interviews and 63 students participating in semi-structured focus groups. This paper reports on the data arising from focus groups with students. The actor framework is used to bring to the fore differences in student responses to policy, their capacities to proactively engage with policy, and explore what shapes the differences observed. Notably, the data signalled that students were by no means passive recipients of policy. There were clear instances of students exercising agency in physical education, sometimes questioning and challenging how they were positioned within and by setting policies, and at other times, responding in ways that demonstrated their capacity to navigate and mediate policy and its impact on them as learners. This paper therefore explores some of the ways in which students are both positioned by and position themselves in relation to policy. [ABSTRACT FROM AUTHOR]

School architecture is often taken for granted both in use (where it is naturalized) and in writing on education policy (tending to feature simply as policy setting.) Built policy instead points up the active and ongoing role of the material environment in shaping education. From financing and procurement to the design of individual classrooms, the paper works across architecture, sociology and policy studies to clarify the relationship between different dimensions of physical and social space and so provide a useful theoretical ground for future work. What is special about school-building and architecture that enables them to do policy? How are they used to do it? By whom? From city planners to students, a range of actors use different space-organizing resources to attempt the instantiation of (and challenges to) policy in built form. These processes are explored first theoretically, then empirically through a new Academy school in England. The paper deepens understanding of what policy is, emphasizing its intimate if taken for granted spatial characteristics, its ongoing-ness in built form and its travel by means of circulating images of buildings and spaces. [ABSTRACT FROM AUTHOR]

Education policy increasingly takes place across borders and sectors, involving a variety of both human and nonhuman actors. This comparative policy paper traces the 'policy mobilities,' 'fast policy' processes and distributed 'policy assemblages' that have led to the introduction of new computer programming practices into schools and curricula in England, Sweden and Australia. Across the three contexts, government advisors and ministers, venture capital firms, think tanks and philanthropic foundations, non-profit organizations and commercial companies alike have promoted computer programming in schools according to a variety of purposes, aspirations, and commitments. This paper maps and traces the evolution of the organizational networks in each country in order to provide a comparative analysis of computing in schools as an exemplar of accelerated, transnationalizing policy mobility. The analysis demonstrates how computing in schools policy has been assembled through considerable effort to create alignments between diverse actors, the production and circulation of material objects, significant cross-border movement of ideas, people and devices, and the creation of strategic partnerships between government centres and commercial vendors. Computing in schools exemplifies how modern education policy and governance is accomplished through sprawling assemblages of actors, events, materials, money and technologies that move across social, governmental and geographical boundaries. [ABSTRACT FROM AUTHOR]

Classroom music teachers in England design their own music curricula for Key Stage 3 (11 − 14 year olds, 6th – 8th Grades). These curricula are designed in a context where policymakers define, regulate and legitimate curriculum formulations. This study traced curriculum development in England, where government has validated a policy driven approach. It explored programs of study, which music teachers in England design as summaries of musical learning for Key Stage 3. The research consisted of documentary analysis in a two-phase study of 13 secondary (high) schools in the English midlands, exploring musical knowledge for musical learning, which is analyzed utilizing qualitative and quantitative methodologies. The paper concludes with a discussion which explores the impacts of music education policy on classroom practices, and presents a proposed model which captures this interaction. [ABSTRACT FROM AUTHOR]

This paper recounts the experiences of 24 primary and secondary teachers from a number of minoritised groups in the education system in England, using interview data collected for a project exploring the retention of minority teachers. The teachers' experiences of racism are discussed alongside other intersectional aspects of their identities – including gender, class, accent, and the subject they taught – to emphasise the variety of racisms experienced by these teachers. The stories of teachers, both early in their careers and with decades of teaching experience, provide powerful evidence of the cumulative effects of racism experienced by teachers and the continued power of race with the education system in England. [ABSTRACT FROM AUTHOR]

This article examines the English government’s vision for how research is proposed to lead to improvements in the system in the context of a school-led, self-improving system and rapid and sweeping legislative reforms. The debate about the role of research in the teaching profession has been sharpened by a large consultation effort in the academic community. The BERA-RSA inquiry suggests an empowering vision for teachers where research engagement informs practice and a role for schools in providing a ‘research-rich environment’. However, the government’s proposals offer a rather less empowering vision. The author of the paper contrasts a version of research-informed teaching and leadership with one where teachers are supposed to follow and be led by the evidence. The government’s education policy, especially as set out in the 2016 White Paper ‘Educational Excellence Everywhere’ is analysed in relation to this position. Analysis of statements from the document are shown in the paper, and contextualised with examples from the English school system. The extent to which teacher agency is promoted through research evidence is explored. The article concludes that the government’s over emphasis on a ‘what works’/‘evidence-based practice’ model is unhelpful in achieving an improved education system. Suggestions for the role of universities and the College of Teaching in promoting research-informed practice are given. [ABSTRACT FROM PUBLISHER]

Environmental and climate change education remains on the margins of education and climate change policy. This paper draws on Foucauldian theoretical resources to examine England's climate change education policy landscape and understand the causes of this marginalisation. Informed by policy historiography, we examine key events and shifts in climate change, education and environmental education since the turn of the millennium. Using policy archaeology, we 'excavate' the contemporary policy landscape and identify that: i) policy is lacking; ii) responding to the climate crisis is overlooked in education; iii) pro-environmental ambition is absent; and, iv) economic values dominate. In a global context where activists have called for 'more!' climate change education, the analyses reveal the complexity of the problem. A 'web of conditions' governing climate change education policy is illuminated. Foucault-informed analytical tools offer insights on how this web may be rebuilt. [ABSTRACT FROM AUTHOR]

The nearly 400 maintained nursery schools in England are schools for children aged 2–4 years. They hold a unique position in offering state-funded provision for this age group, outside of a primary school environment, and are disproportionately located in areas of disadvantage [EE. 2020. Briefing Note: The Comprehensive Spending Review and Funding for Maintained Nursery Schools. Accessed 13 October 2020. https://early-education.org.uk/sites/default/files/Briefing%20note%20-%20CSR%20and%20maintained%20nursery%20schools%27%20funding.pdf]. While there have been policy-based attempts to reduce the impact of social deprivation on educational outcomes, we argue that education policy has created a hostile environment for nursery schools. This arises from the national strategies on funding, 'free hours' for parents, and staff qualifications, alongside social policy. Based on interview data with staff and leaders in four nursery schools, the paper explores the views of these teachers and discusses them as policy actors within a precarious environment, faced with possible closure. We explore their agency as they navigate this hostile terrain and their ways of maintaining their sense of professional pride and commitment to social justice. [ABSTRACT FROM AUTHOR]

This paper explores the implications of the English Baccalaureate (EBacc) for secondary school physical education (PE) departments and their teachers. The EBacc is a key performance measure that is published annually for each school, which privileges a particular set of traditional academic subjects, and in doing so, marginalises other subjects, including PE. At the same time as responding to this performance measure, secondary schools in England are required to respond to a wider set of policy reforms and innovations. This can sometimes result in overlap, collision and policy clash. For example, while PE is being sidelined and PE staffing reduced by the EBacc, there is national concern surrounding issues of fitness, health and well-being that schools are expected to address and which are often traditionally seen as the responsibility of PE departments. A reduction in their staffing will inevitably have consequences for their ability to respond in meaningful ways to such non-academic policy imperatives. Drawing on a study of the impact of recent curriculum and accountability reforms in English secondary schools (Neumann, E., Towers, E., Gewirtz, S., & Maguire, M. 2016. A curriculum for all? The effects of recent Key Stage 4 curriculum, assessment and accountability reforms on English secondary education. London: National Union of Teachers), this paper presents evidence of the marginalisation of PE and PE teachers' ensuing concerns about their job security. It also explores changes that have been made to the PE curriculum in an attempt to make the subject more academically demanding and considers what this means for PE teachers and their students. The authors conclude that if PE is going to contribute to broader fitness, health and wellbeing agendas, then there is an urgent need for a renewed debate – that reaches beyond PE communities and constituencies – about what PE is for, why it is important and how it can be better supported. [ABSTRACT FROM AUTHOR]

It would be easy to assume that social trust is a normatively good value to promote within institutions. Trust encourages cooperation between actors, and thus normalises policies, practices and behaviours that tend to work towards collective social good. To assume this would also be to assume that trust should be a central aspiration for policy design. However, this conceptual paper argues that the competitive landscape of the English Further Education sector does not lend itself to such values. The extent to which competition has become normalised makes concerns over financial health commonplace around the boardroom in FE Colleges. In this context, perhaps the benefits associated with building and maintaining trust in this context are problematic. Perhaps it is important to consider whether in fact, distrust is fundamental to institutional survival? This paper offers three theoretical concepts from the trust literature which conceptualise how the FE policy environment enlists organisations and individual actors towards objectives which are linked to competition, centrally devised standards and institutional survival. In this way, I suggest that strategies based upon distrust may be put to greater use in the design of institutional policy, as the need to establish control takes primacy over cooperation. [ABSTRACT FROM AUTHOR]

This paper challenges the notion that quantitative data – as a numeric truth – exist independent of a nation's political and racial landscape. Utilising large-scale national attainment data, the analysis challenges the belief that 'White working class' children in England, especially boys, are 'the new oppressed' – as a former equality adviser has publicly claimed. The analysis applies Quantitative Critical Race Theory, or 'QuantCrit', an emerging quantitative sub-field of Critical Race Theory in education. The paper argues that far from being 'oppressed', White boys continue to enjoy achievement advantages over numerous minoritised groups; especially their peers of Black Caribbean ethnic origin. Additionally, the analysis uniquely exposes racialised trends of 'equivalency' in core subject qualifications, whereby minority ethnic children are over-represented in certain lower-status qualifications that are counted as equivalent in education statistics but not in the real world labour market. The analysis concludes that knowing misrepresentations of quantitative data are at the heart of an institutional process through which race and racism are produced, legitimised and perpetuated in education. [ABSTRACT FROM AUTHOR]

This paper explores how nursing education both exemplifies the contradictions of neoliberalism alongside its seemingly all-encompassing influence. We conduct a feminist critical policy analysis to trace the histories of nursing as a feminised vocation located outside the academy, and how this is reflected in recent policy. We then critically explore widening participation and social mobility in relation to nursing education, and demonstrate how a discourse of fairness is used to justify market solutions. The 'special case' of nursing is considered through an analysis of how 'the nurse' as subject is constituted in education policy discourse. Our discussion focuses on the effects of these reforms and demonstrates how historical discourses that centre on women as carers are assimilated into the 'neoliberal social imaginary'. The paper's scope is both local – the gendered history of nursing education in England – and global – the force of neoliberal globalisation in education policy. [ABSTRACT FROM AUTHOR]

School governing bodies in England have considerable powers and responsibilities with regard to the education of pupils. This paper draws on an analysis of policy and on qualitative research in the governing bodies of four maintained schools. It explores two policy technologies through which education and the work of school governing bodies are constituted as apolitical. Firstly, it considers the move to recruit governors with (unspecified) ‘skills’, rather than those with a representative role who might provide diverse perspectives. Secondly, it considers the technology of ‘prescribed criticality’, through which ‘effective’ governors are provided with the ‘right’ questions to ask. The paper argues that the operation of these policy technologies has significant implications for possibilities for democratic engagement in schools. [ABSTRACT FROM PUBLISHER]

Countries around the world are striving to improve their educational systems with a view to improving their economy and society. In this global competition, national and international test results are of considerable interest. In this paper, we show that national testing in England and the USA have shown little or no improvement over the years. This finding is not isolated; it appears to be a global phenomenon. Data from large-scale international assessments such as PISA, TIMSS and PIRLS are remarkably stable over time. This paper reviews the trends from country-specific and international data and explores some of the reasons which have been offered for such stability. We argue that these explanations are insufficient and ways forward are discussed. [ABSTRACT FROM AUTHOR]

Global policy transfer has become increasingly popular in recent years, and one recent example of such policy transfer is the England–China Teacher Exchange, which was initiated in 2014 with the explicit aim of raising attainment in maths in English primary schools by trialling concepts used in Shanghai schools, Shanghai rising to the top of the PISA rankings in 2009. However, as this paper will argue this is an overly simplistic attempt to transfer a policy between two wholly different contexts, the lack of success of the policy seen in the very limited impact on student attainment in the participating schools. Whilst such policy transfer has increasingly taken place in the context of isomorphism and global pressures to adopt policy from high performing education systems, it is argued that policy needs to be explicitly reconsidered in terms of the local context it is being imported into if it is to be embedded in an effective manner, as well as rooted firmly in research. It is also argued that the England–China Teacher Exchange reflects a broader ideological focus in coalition government policy on the marketisation of education alongside the PISA rankings, rather any wider consideration of how this particular policy would drive up standards. [ABSTRACT FROM AUTHOR]

There is widespread agreement that participation in post-compulsory physics needs to be widened and increased, particularly among women and under-represented communities. This paper contributes to understanding of the processes that produce unequal participation, Methods: The paper undertakes a Bourdieusian analysis of longitudinal interview data from 75 interviews conducted with fifteen students, tracked from age 10-18, who studied Advanced level physics in England. Findings: The paper discusses evidence of a physics habitus that was strongly aligned with notions of intelligence/cleverness and masculinity and identifies how young women were particularly disadvantaged by a popular notion of the "effortlessly clever physicist", which encouraged even highly interested and high attaining young women not to continue further with the subject. We identified three main forms of pedagogic work performed by school physics (attainment-based practices of debarring and gatekeeping; curriculum practices of deferring 'real' physics and physics 'lies'; and interpersonal reinforcement of doxa), which helped cultivate student habitus over time and produce inequitable patterns of participation Contribution: Analyses show that school physics contributes to reproducing inequitable (and low overall) patterns of participation. Implications are discussed for science education policy and practice to support more equitable participation. [ABSTRACT FROM AUTHOR]

Physical education (PE) in England, has historically been and is increasingly seen as a subject in which political agendas can and are being enacted (Penney, [2008]. Playing a political game and playing for position: Policy and curriculum development in health and PE. European Physical Education Review 4(1): 33–49) as health, sport and /or leisure agendas compete for space against educational aspirations (Houlihan & Green, [2006]. The changing status of school sport and physical education: Explaining policy change. Sport, Education and Society 11(1): 73–92). Against this backdrop, in 2012, the U.K. Government announced the launch of 'Primary PE and Sport Premium' (PPESP) funding (amounting to £450 million) for English primary schools, initially for three years (although later extended). Drawing on the theoretical work of Basil Bernstein, particularly his concepts, 'pedagogic device' (PD) and 'classification' (c) and 'framing' (f), this paper sets out to explore how, in a neo liberal outsourced world of primary physical education (PPE), pupils construct knowledge of PE. The analyses illustrate how a performance pedagogy appears to dominate the school setting this research took place in. There was a clear focus on sport rather than PE which in turns impacted how pupils saw PE and construct understandings of ability linked to PE, raising questions over the future direction of the subject. [ABSTRACT FROM AUTHOR]

At a time when neo-liberal policy agenda are resulting in many public services being taken away from families with young children, this paper draws on Basil Bernstein's concepts of visible and invisible pedagogies to reveal how professionals offer 'support' to parents of young (under five years old) children in a small town in the East Midlands (England). It draws on findings from an ethnographic study which show that mothers are 'taught' to support their young children's literacy development differently depending on the way English education policy is interpreted and enacted in the places they visit. It is argued that dominant policy discourses around 'good' parenting can lead to inequitable interventions, paradoxical pedagogies and the disempowerment of some parents. The paper therefore contributes to the wider debate about more equitable ways of working with families that will be applicable across other contexts. [ABSTRACT FROM AUTHOR]

This paper explores how early years teachers respond to policy, using the case of Baseline Assessment, a new statutory assessment introduced to Reception classes (age 4–5) in England in 2015. Using interview and survey data collected during the period when the policy was introduced, the paper examines how teachers engaged in different forms of resistance to this unpopular policy reform. It is argued that as early years professionals Reception teachers draw on and draw strength from specifically early childhood-based knowledge and understandings, such as the emphasis on the whole child and an ethics of care, which provide them with justifications for resisting policy. This resistance is thus part of their identity as early years professionals and allows for a particular positionality within the school. However, it is also argued that sometimes taking the apparently resistant 'early yearsy' route can actually facilitate policy; this is discussed as compliant resistance. [ABSTRACT FROM AUTHOR]

Research has long demonstrated the exclusion and Othering experienced by young people with disabilities in education. This paper presents findings from an ethnographic study conducted in an 'elite' sixth-form college in England, set against the backdrop of a shifting social, political, and cultural landscape, where neo-liberal discourses of dis/ability and healthism—centring on mental health and wellbeing—are becoming further embedded in educational policy. Drawing on theoretical work by Bourdieu and Foucault, we demonstrate how the students in this study appeared able to re-make disability as a liberal intellectual identity marker and use it as a form of capital within the bounded college sub-field. However, we argue that these empowered disabled subjectivities were strongly middle-classed and precarious. The findings have implications through advancing current understandings of young people's complexifying relationships with disability in education, of enduring inequalities around disability, and how social class is implicated in this. [ABSTRACT FROM AUTHOR]

International comparative curriculum research is becoming more important in a globalised world. However, up-to-date comparative studies of international foreign language education policies are still rare. This study compares current modern foreign language curricula in England with that in the state of North-Rhine Westphalia in Germany at Key Stage 4 and equivalent, to identify points of convergence and divergence in learning intentions. The analysis shows systematic differences and similarities regarding philosophical underpinning, learning goals, curriculum content and the level of alignment to international frameworks for teaching, learning and assessing foreign language proficiency. The paper discusses the findings with reference to the implications for the development of modern foreign languages teaching and learning in both educational settings. [ABSTRACT FROM AUTHOR]

This paper investigates the changes in educational policy in England regarding the implementing of the International Baccalaureate Diploma Programme (henceforth IBDP) into post-16 (sixth form) education. The aim is to illustrate the unique trajectory of the IBDP in England: from its adoption in schools and colleges across the country, to its removal, due largely to a combination of specific changes, such as government funding criteria inside state education, and the tariff system for university entry that is deployed for qualifications at 18. This paper explores this combination of changes using interview data with 28 senior leaders from eight schools and colleges that have introduced the IBDP, including state centres that have subsequently had to remove it from their curriculum. Employing the idea of a neo-liberal social imaginary, this paper analyses the resulting level of social exclusion inside the English post-16 curriculum created by the educational policies adopted by successive governments since the 2008 economic recession. The paper argues that the rise and decline of the IBDP in England has resulted in a significant level of socially differentiated take up, largely in independent schools, and in state schools in London and the South-East of the country. This paper concludes that access to the IBDP is restricted with regard to both geographical and social mobility and that current access to the IBDP in England is helping to sustain a ‘globally mobile transnational elite group’, thus reinforcing the connection established between the IBDP’s wider curriculum and global capitalism. [ABSTRACT FROM PUBLISHER]

This paper explores the process of policy formulation and implementation in relation to children commonly described as having ‘special educational needs’ and disability (SEND), in Cyprus and in England. Drawing on qualitative research evidence from key primary documentary sources including legislation, statutory and non-statutory guidance and reports, it provides a comparative analysis of the content and the spirit of policy in both countries over the cycle of a century. The findings indicate that Cypriot policymakers have engaged in a process of ‘policy snatching’ from England, following four phases: charitable segregation and categorisation; enlightened legitimisation and categorisation; integration, ‘special educational needs’ and categorisation; inclusion, SEND and categorisation. Using the analogy of Aesop’s well-known fable ‘The Hare and the Tortoise’, the paper concludes that England, symbolically characterised as the hare, appears, overtly at least, to have moved ahead; while Cyprus, characterised as the tortoise, has been following slowly behind. However, progress has been slow in both countries, and the hare may well have fallen asleep. It is argued that whilst some common ground exists between the two countries, there is an inherent danger in transplanting selected elements of policy texts from one socio-cultural historical context to another. [ABSTRACT FROM AUTHOR]

Policies on inclusion are being increasingly embedded within education systems and teacher education across the world, with schools and teachers called upon to add 'inclusion' to their already large set of skills and tasks. There is, however, no consistent definition of what inclusion means or how it can be best promoted. The purpose of this paper is to explore the dilemmas that student teachers face when they encounter policy requirements to practice inclusion, and how they mediate the tensions. Drawing on two exploratory studies with science student teachers in two Initial Teacher Education programmes in England, we focus on the conceptions of inclusion held by the student teachers and the links between inclusion and teacher education. Our findings suggest that conventional understandings in relation to ability still dominate, with ability-based differentiation viewed as the key teaching strategy to promote inclusion. In addition, student teachers find themselves having to negotiate contradictory and often conflicting approaches to inclusion, diversity, and academic attainment. The discrepancies highlighted by this study have implications for how teacher education courses need to be organised to promote the practice of inclusion. [ABSTRACT FROM AUTHOR]

This paper draws on interview data gathered as part of a broader study around issues of equity and schooling. It features the voices of the Executive Director and four Head Teachers from one of England's top performing academy chains, ‘CONNECT’. The notion of neoliberal responsibilisation is drawn on to examine, first, the ways in which Head Teachers describe their work and, second, the chain's expectations of them as CONNECT leaders. Responsibilisation of the self was apparent in Head Teachers' construction of themselves as ideal neoliberal workers – performing and enterprising subjects who readily accept the business principles and results-orientation of their ‘data-driven’ environment. Responsibilising of Head Teachers by the organisation was evident in the rigorous ‘non-negotiable’ standards and accountabilities at CONNECT that they were expected to comply with. These non-negotiables cultivated and rewarded Head Teachers’ entrepreneurial identity of achievement motivation. The paper illustrates how such neoliberal responsibilisation is both a crucial and highly troubling element in the work of academy chains as new modalities of state power. [ABSTRACT FROM PUBLISHER]

In this appreciative discussion paper I provide an overview of the reforms made to education in England, and engage with the politics of education through examining the simultaneous and inter-related processes of politicisation, depoliticisation and repoliticisation of educational matters. I engage in a discussion of the papers in this special issue through this framework. [ABSTRACT FROM PUBLISHER]

This paper explores the decisions made by one secondary school in a major English city to become a co-operative academy. This school is located in an area affected by economic hardship and social and cultural tensions. The school, prior to its conversion to an academy, was well known in the local area for its commitment to social justice principles. Drawing on interview data collected from senior administrators, teachers, governors and students in the school, this paper seeks to understand why a school with a commitment to social justice would go down the academy route given the social justice concerns raised by such a move. This paper also considers if becoming aco-operativeacademy presents an ironic opportunity to resist many of the current regressive educational trends epitomised by academisation. This paper suggests that within the current English context, as in many other locations, a socially just approach to schooling requires alternatives to be explored and that the case study school's engagement with the Co-operative Society might present one such exploration. [ABSTRACT FROM PUBLISHER]

Conservative trends across western schooling contexts are signalling an explicit devaluing of social and moral learning within their official curriculum mandates. These mandates are increasingly privileging the ‘academic rigour’ of traditional subject disciplines. This paper draws on interview and observation data from a case study of a large and highly diverse English secondary school to explore this school’s prioritizing of social and moral learning. Such prioritizing is supported at this school by its ‘Academy’ status—which in the English context allows schools a measure of freedom over curriculum as part of broader government moves to increase school autonomy. The paper’s focus is on how these conservative trends are understood and disrupted to support a critical view of existing curriculum and a desire to modify and re-shape it to support more relevant and connected learning for students. The paper describes particular examples of practice at the school in the areas of Citizenship and Religious Education to illustrate this approach. Engaging with social and moral learning along these lines is argued as productive in working within and against the constraints of current conservative curriculum priorities. [ABSTRACT FROM PUBLISHER]

The three main programmes of the Geneva-registered International Baccalaureate (IB) have grown substantially worldwide over the past decade, although the programmes have found a natural ‘home’ in the United States. This paper charts the growth of the IB in the United Kingdom (UK) revealing that involvement there, mainly in England and mainly with the original pre-university Diploma Programme (IBDP), peaked at about 230 schools in 2010, but since then the IBDP has begun suddenly to decline. Yet, in no other country has there been a fall in IBDP provision. This paper offers some key explanations for this phenomenon, where a lack of funding and continued lack of university recognition in the face of Advanced Level (A-Level) reform and numerous ‘baccalaureate’ developments has led to many state-funded schools in particular dropping the IBDP. Thirdly, this paper discusses a number of implications, both for the IB itself and education in the UK in general. [ABSTRACT FROM PUBLISHER]

Vocational qualifications in England are undergoing another round of reform. This paper starts by reviewing the alleged weaknesses of English vocational qualifications, but argues that these do not necessarily establish a case for radical reform. The issue is not so much whether the system needs to be changed as the nature of the change that is needed. The paper argues for a more deliberative and incremental approach and proposes five principles upon which this should be based. These are the following: that the process of change is as important as the content of change; that institutions matter; that the purposes of reform need to be clear, consistent and realistic; that reforms should help to create a more unified qualifications system; and that the interests of the UK’s other home countries should be considered. [ABSTRACT FROM PUBLISHER]

A lack of esteem for teachers and the teaching profession is a central tenet underpinning policy reforms put forward by the 2010 UK Government White Paper ‘The Importance of Teaching’. This article argues that the policy problem and solutions presented in the White Paper lack awareness of the historical and social positioning of teaching. Drawing on in-depth interviews with 32 London-based secondary teacher training students from various social class and ethnic backgrounds, this paper asks how the profession is perceived and what sort of choice it is for the trainees. It employs a Bourdieusian lens and concepts of social and cultural capital to examine the interplay of gendered, classed and ‘raced’ biographies in relation to individuals’ decisions to become teachers. Understanding the social world as ‘accumulated history’, as Bourdieu does, stresses that experiences and outcomes are rooted and collected in a series of historical structures and functionings. The paper argues that the ambiguous status of the profession is both a function and an effect of its conceptualisation as feminised. It also asks whether the weak professional standing of teaching has further destabilising consequences in the present political moment where a string of neoliberal and neoconservative policy reforms reshape the profession. [ABSTRACT FROM PUBLISHER]

Interventions in the field of early childhood education policy, drawn from global policy flows, are reconfiguring the work of early childhood educators in Australia. One such intervention is the requirement to designate an ‘educational leader’ (EL) in each service for young children and their families. This policy intervention has its origins in England's Early Years Professional Status initiative. This paper compares the pedagogical leader imagined in regulatory reforms with the educational labour described in interviews with childcare educators in Queensland and Victoria, Australia. The paper argues these educators are being called upon to navigate the tension between ‘imagined’ and ‘actual’ policy effects and that this is a key part of the work of educational leadership. Such leadership includes re-constituting ‘teachers’ in early childhood services as ‘learners’ who are ‘led’ by ‘ELs’, requiring major shifts in professional knowledge and practice. [ABSTRACT FROM PUBLISHER]

Young people who are not in education, employment or training (NEET) are construed by policy-makers as a pressing problem about which something should be done. Such young people’s lack of employment is thought to pose difficulties for wider society in relation to social cohesion and inclusion, and it is feared that they will become a ‘lost generation’. This paper draws upon English research, seeking to historicise the debate whilst acknowledging that these issues have a much wider purchase. The notion of NEETs rests alongside longstanding concerns of the English state and middle classes, addressing unruly male working-class youth as well as the moral turpitude of working class girls. Waged labour and domesticity are seen as a means to integrate such groups into society thereby generating social cohesion. The paper places the debate within it socio-economic context and draws on theorisations of cognitive capitalism, Italian workerism, as well as emerging theories of antiwork to analyse these. It concludes by arguing that ‘radical’ approaches to NEETs that point towards inequities embedded in the social structure and call for social democratic solutions veer towards a form of comfort radicalism. Such approaches leave in place the dominance of capitalist relations as well as productivist orientations that celebrate waged labour. [ABSTRACT FROM PUBLISHER]

In this paper we explore the various spaces and sites through which the figure of the parent is summoned to inhabit and perform market norms and practices in the field of education in England. Since the late 1970s successive governments have called on parents to enact certain duties and obligations in relation to the state. These duties include adopting and internalizing responsibility for all kinds of risks, liabilities and inequities formerly managed by the Keynesian welfare state. In this paper we examine how English parents are compelled to embody certain market norms and practices as they navigate the field of education. Adopting genealogical enquiry and policy discourse analysis as our methodology, we explore how parents across three policy sites or spaces are constructed as objects and purveyors of utility and ancillaries to marketization. This includes a focus on how parents are summoned as (1) consumers or choosers of education services; (2) governors and overseers of schools and (3) producers and founders of schools. [ABSTRACT FROM AUTHOR]

The impact of widening participation policy and how it is enacted institutionally is a central concern to Higher Education. It is not simply about the admission of students from disadvantaged backgrounds, but also ensuring that these students complete their courses successfully. This work therefore goes far beyond those departments tasked with access and outreach and has implications for staff across all academic and support service areas. The way in which national policy is interpreted and translated into local policy can therefore affect the whole institution. To bring a spotlight on these issues, this paper will focus on a case study of a single elite institution in England. Focusing primarily on selection of students, it will examine how selection measures can in fact reproduce inequalities. It will therefore demonstrate how this programme may not improve access to Higher Education but instead focuses on ensuring that students already on a path to Higher Education choose this institution in preference to others. [ABSTRACT FROM PUBLISHER]

In the context of globalising higher education (HE) policies, there is an increasing interest among scholars in detecting patterns of policy change, including the rate and magnitude of policy change and the direction of change (convergence or divergence) This paper adds to that literature by comparing the pattern of policy change and by providing theory-based explanations for HE policy change. The national quality assurance (QA) policies for universities in England and the Netherlands were compared (1985–2005) based on an analytical framework drawing on new institutionalism. Key findings were that both QA systems moved in the direction of an extrinsic QA orientation, but the differences between the two systems were larger in 2005 and in 1985. The degree of policy change in England was more incremental, the Dutch case showing rather radical change in 2002. These dissimilarities can be ascribed to the different policy change mechanism: bricolage and translation. [ABSTRACT FROM PUBLISHER]

This paper explores the role of teacher educators in schools and universities in England and the changes that have arisen within the field of initial teacher training (ITT) as a result of the Coalition Government’s (2010–2015) School Direct initiative. The discussion which follows and the conclusions suggested are live, current and of pivotal interest to all universities with ITT programmes, as well as all schools involved in the delivery of ITT, and to all parties with a policy interest in the supply of effective teacher education. After setting the context, the discussion starts with a critical examination of ITT policy in England over the course of the last 20 years. We then consider troubling binaries inherent in teacher education and go on to explore insights from research: the importance of beliefs; the problem of enactment; and the theory/practice divide. These insights are then used to craft the enabling constraints for third-space activity designed to set in motion a hybridisation process from which a new breed of teacher educator could emerge. We suggest that university and school colleagues working together in collaborative partnership can provide a principled pedagogical path through a changing landscape of education policy. [ABSTRACT FROM PUBLISHER]

Taking England as our case study, this paper reviews secondary school environmental education from a policy perspective. By drawing on Stevenson's typologies for environmental improvement and Lucas' categorisation of environmental education, we analyse national policy documents, local authority and Multi-Academy Trust policies; and individual school planning documents. Our findings suggest in these areas a general absence of environment education policy, and where identified a rhetoric towards conservative reform framed as technology solutions, where learning is about the environment, rather than for the environment. We explain how the (lack of) environmental education rhetoric is a result of global economic changes and national austerity policies, and offer insights and signposting for policy makers. [ABSTRACT FROM AUTHOR]

Policy makers internationally are increasingly preoccupied with the need for education systems to be developed in ways that mitigate unfairness. What is more contestable is what might need to change. In England this emphasis has informed the development of fair access policies that aim to improve the representation of 'disadvantaged' young people of high 'potential' at high status universities. Drawing on research conducted at the inception of one fair access intervention, this paper provides original insights into a process of policy translation that requires multiple encodings and decodings of two constructs that defy ready definition, with their intersection being a particular point of difficulty. Behind the apparent objectivity of commonly used selection criteria sits a process of situated decision-making that incorporates not only the particularities of institutional context and the understandings of key actors, but also macro level pressures that reinforce the need for changes in understandings of fairness at the top. [ABSTRACT FROM AUTHOR]

This paper presents a critical analysis of a report by the Office for Standards in Education in England based on a survey of practitioners' perspectives of play, focusing on children age 2–5 years in the Early Years Foundation Stage (EYFS). The report, 'Teaching and play in the early years – a balancing act? A good practice survey to explore perceptions of teaching and play in the early years' addressed the 'recurring myth' that teaching and play are disconnected endeavours. Critical discourse and critical policy analysis are used to interrogate this report alongside interrelated texts, the socio-political context of production, the methods used to define policy versions of 'good practice' in play, and the resulting power effects within early childhood education (ECE). It is argued that this report exemplifies how the remit of Ofsted has extended to provide policy-led evidence that is based on the construction of 'problems' of practice, and the proposed solutions. The Ofsted version of teaching and play relies on circular discourses that reinforce the government's standards and accountability agendas. This analysis reveals the extension from Ofsted's remit of inspection, to a mandate for defining 'quality' and 'good' practice. These actions, relationships and processes constitute the 'meaning-laden architectures' [Fairclough, N., P. Graham, J. Lemke, and R. Wodak. 2004. "Introduction." Critical Discourse Studies 1: 1–7] that connect discourse and power. Using the metaphor of a kaleidoscope, it is proposed that 'Teaching and Play', and related reports, represent unbalanced and unbalancing acts in which policy-led evidence, based on flawed and biased 'research', exerts power effects for children, families and practitioners. [ABSTRACT FROM AUTHOR]