Factories for learning

Kulz, Christy

doi:10.7765/9781526116185

Cited by 47 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, the gang "becomes a substitute for the many caretakers who have failed" (ibid., p. 432). Osman, the student mentioned above who appears in Kulz's (2017) study, found this: "his [gang] identity became a more amenable, plausible source of value [than school]… despite the real dangers, his 'family' [gang affiliates] offer him recognition". Vigil (1988, p. 422) suggests that a strong correlation can be found between gang involvement and the extent of a person's multiple marginality, asserting that gang involvement can usually be predicted by "how severe and deep-rooted the effects of racial and cultural discrimination and poverty have been on an individual, or how family and school authorities have failed to influence and guide".…”

Section: Where Do Young People Matter?mentioning

confidence: 99%

“…Anderson makes clear that there are multiple factors involved in encouraging both this detachment and attachment -it is of course not as simple as the schools just pushing the students away, but there is a suggestion that some students felt more "welcome" among peers on the street. This is certainly the case for "Osman", a student featured in Kulz's (2017) ethnography of one inner London school, who experienced education as an "increasingly antagonistic landscape where [he] lacked value".…”

Section: Where Do Young People Matter?mentioning

confidence: 99%

See 1 more Smart Citation

The terrifying abyss of insignificance: Marginalisation, mattering and violence between young people

Billingham

Irwin-Rogers

2021

OSLS

View full text Add to dashboard Cite

The concept of mattering can be helpful for understanding the ways in which structural and historical factors affect individual psychologies. This paper lays out the usefulness of mattering as a lens through which to examine why a small minority of young people in Britain commit violent acts. We first explore what it means to matter and the evidence linking the quest to matter with violence, and then examine the factors in contemporary Britain which can diminish a young person’s sense of mattering, using recent community research. We then critique the British government’s attempt to address the problem of violence through Gang Injunctions and Knife Crime Prevention Orders. We conclude by suggesting that policy-makers could gain substantial insight from investigating the connections between marginalisation, mattering and violence, rather than focusing disproportionately on the music young people choose to listen to or create, or the specific weapon that they opt to carry.

show abstract

Section: Where Do Young People Matter?mentioning

confidence: 99%

Section: Where Do Young People Matter?mentioning

confidence: 99%

The terrifying abyss of insignificance: Marginalisation, mattering and violence between young people

Billingham

Irwin-Rogers

2021

OSLS

View full text Add to dashboard Cite

show abstract

“…O'Connor et al 1999;Tomlinson 1997), are marginalised and/or used totemically to further demonstrate a failing profession. Comprehensive primary and secondary schools are deemed to be the most failing, and so Mossbourne Academy, built on the site of Hackney Downs, uses the exclusivity of the school controlling access to protect the brand (Kulz 2017); this is presented as an admirable exemplar for all (Gove 2009).…”

Section: Weaponising Failurementioning

confidence: 99%

Policy Mortality and UK Government Education Policy for Schools in England

Gunter

Courtney

2023

British Journal of Educational Studies

View full text Add to dashboard Cite

Successive UK governments have adopted failure as a strategy in the reform of public education in England: first, to construct crises in order to blame professionals/parents/children for a failing system; and second, to provide rescue solutions that are designed to fail in order to sustain the change imperative. We describe this as policy mortality, or the integration of systemic and organisational 'death' within reform design. Our research demonstrates the interplay between the blame for the 'wrong' type of school, leader, teacher, pupil, parent, and the claimed 'solutions' in the form of new schools (e.g. between 70 and 90 different types in England), organisations (e.g. MATs), professionals (e.g. CEOs), pupils (e.g. branded access to a school place), and parents (e.g. consumer choice). Our research contribution is conceptual through the development of new thinking about policy mortality, whereby the claim is for 'success' but the reality is that some professionals, schools, children and parents are required to fail.

show abstract

“…To understand the nature and relationality of these networks empirical work is needed to determine how they are constructed, and the extent of instances of persuasion and negotiation. The methodological approach of the LLTP is located in an established qualitative tradition of case studies of single schools (Kulz 2017;Salokangas & Ainscow, 2018) and those of individual headteachers (or principals) such as Wolcott (2003). The single case whilst not claiming any generalities remains particular, the implications of study are broad, (Wolcott, 1995).…”

Section: The Emerging Position Of the Mat Ceomentioning

confidence: 99%

Investigating the realist networks of the Chief Executive Officer of a multi-academy trust

Hughes

2020

Educational Review

View full text Add to dashboard Cite

The Chief Executive Officer (CEO) as corporate leader of a multi academy trust (MAT) is an emerging new construct of head teacher in England. Core to this position and practice is the construction and membership of specific networks that I conceptualise as realist. Such networks provide access to privileged policy influencers and corporate actors resulting in an important exchange relationship and reciprocity of resources. I examine these realist networks as a particular mode of governance, that is dialogic. The article reports on research from the larger Leadership of the Lawrence Trust Project, undertaken over a year using an ethnographic approach focusing on the case of KT Edwards, CEO of the Lawrence Trust. The article investigates Edwards' networks relationally, in so doing it examines the power exchanges that occur. The article uses empirical data to conclude that realist networks for Edwards are complex, dynamic sites of exchange, contingent upon trust, strength of ties and provide significant opportunities for entrepreneurial practices and dialogic governance.

show abstract

Factories for learning

Cited by 47 publications

References 0 publications

The terrifying abyss of insignificance: Marginalisation, mattering and violence between young people

The terrifying abyss of insignificance: Marginalisation, mattering and violence between young people

Policy Mortality and UK Government Education Policy for Schools in England

Investigating the realist networks of the Chief Executive Officer of a multi-academy trust

Contact Info

Product

Resources

About