Rayner, S.M;
Gunter, H.M;
(2020)
Resistance, professional agency and the
reform of education in England.
London Review of Education
, 18
(2)
pp. 265-280.
10.14324/LRE.18.2.09.
Preview |
Text
lre20200009.pdf Download (283kB) | Preview |
Abstract
Much research into structural reform in education has reported on the success or failure of individual projects. Less attention has been paid to how the discourses associated with reform are normalized in teachers’ and head teachers’ thinking, and realized in their actions. In this article, we engage with resistance at the interface of legal policy positioning and position-taking by educational professionals. Drawing on empirical data from an ethnographic study of structural change in a school in England, we deploy the metaphor of ‘the Borg’ to develop new insights into the different stances that educational professionals can take to avoid assimilation into a hive mind.
| Type: | Article |
|---|---|
| Title: | Resistance, professional agency and the reform of education in England |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/LRE.18.2.09 |
| Publisher version: | https://doi. org/10.14324/LRE.18.2.09 |
| Language: | English |
| Additional information: | © 2020 Rayner and Gunter. This is an Open Access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/ by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | academies, cultural studies, education policy, resistance, school leadership |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10125157 |
Archive Staff Only
 |
View Item |
