Hellawell, B;
(2018)
‘There is Still a Long Way to Go to be Solidly Marvellous’: Professional Identities, Performativity and Responsibilisation Arising From the Send Code of Practice 2015.
British Journal of Educational Studies
, 66
(2)
pp. 165-181.
10.1080/00071005.2017.1363374.
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Abstract
Special educational needs and disability (SEND) professionalism can be seen as a microcosm of the wider policy arena where traditional policy frameworks of professionalism and bureaucracy are challenged by frameworks of managerialism, consumerism and individual rights and where the neoliberal policy technologies of performativity and responsibilisation challenge and change collaborative working practices and professional identities. The recent introduction of the statutory SEND Code of Practice 2015 in England brings this transformation into relief. An exploratory qualitative interview study highlights how individual professionals respond to, are changed by and sometimes resist these demands.
| Type: | Article |
|---|---|
| Title: | ‘There is Still a Long Way to Go to be Solidly Marvellous’: Professional Identities, Performativity and Responsibilisation Arising From the Send Code of Practice 2015 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/00071005.2017.1363374 |
| Publisher version: | https://doi.org/10.1080/00071005.2017.1363374 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | SEND Code of Practice 2015, professional identity, responsibilisation, performativity, inclusion, ethics of care, demanded professionalism |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10071025 |
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