Policy enactments in the UK secondary school: examining policy, practice and school positioning

Braun, Annette; Maguire, Meg; Ball, Stephen J.

doi:10.1080/02680931003698544

Cited by 374 publications

(232 citation statements)

References 11 publications

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“…Curriculum and related evaluation policy documents are studied in the US; however, this research is often carried out by political scientists or policy scholars, not curriculum scholars. Critical policy studies of US policy has been increasingly relevant with trends including policy appropriation (Sutton and Levinson 2001), policy enactment (Braun et al 2010) and policy networks or assemblage (Koyama 2010).…”

Section: Didaktik Curriculum and Educational Leadershipmentioning

confidence: 99%

“…Curriculum and related evaluation policy documents are studied in the US and Europe; however, this research is often carried out by political scientists or policy scholars, not curriculum scholars. In particular, in critical policy studies on US policy, we can identify emerging trends, including policy appropriation (Sutton and Levinson 2001), policy enactment (Braun et al 2010) and policy networks or assemblage (Koyama 2010). In Europe a transnational perspective on educational leadership is emerging within sociological policy research rather than within educational theory or curriculum theory (Gunter et al 2016).…”

Section: Non-affirmative Education Theory: Bridging Traditions and Grmentioning

confidence: 99%

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Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Uljens

Ylimaki

2017

Educational Governance Research

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This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both socialization-oriented explanations locating curriculum and leadership within existing society, and transformation-oriented models viewing education as revolutionary or super-ordinate to society, non-affirmative theory explains the relation between education and politics, economy and culture, respectively, as non-hierarchical. Here critical deliberation and discursive practices mediate between politics, culture, economy and education, driven by individual agency in historically developed cultural and societal institutions. While transformative and socialization models typically result in instrumental notions of leadership and teaching, non-affirmative education theory, previously developed within German and Nordic education, instead views leadership and teaching as relational and hermeneutic, drawing on ontological core concepts of modern education: recognition; summoning to self-activity and Bildsamkeit. Understanding educational leadership, school development and teaching then requires a comparative multi-level approach informed by discursive institutionalism and organization theory, in addition to theorizing leadership and teaching as cultural-historical and critical-hermeneutic activity. Globalisation and contemporary challenges to deliberative democracy also call for rethinking modern nationstate based theorizing of education in a cosmopolitan light. Non-affirmative education theory allows us to understand and promote recognition based democratic citizenship (political, economical and cultural) that respects cultural, ethical

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Section: Didaktik Curriculum and Educational Leadershipmentioning

confidence: 99%

Section: Non-affirmative Education Theory: Bridging Traditions and Grmentioning

confidence: 99%

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Uljens

Ylimaki

2017

Educational Governance Research

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“…Curriculum research has long suggested that teachers do not implement policy; they enact, translate, mediate it (e.g. Braun, Maguire, & Ball, 2010), through a process of iterative refraction (Supovitz, 2008), filtered via existing professional knowledge, dispositions and beliefs. This has been powerfully demonstrated by the work on teachers' 'personal practical knowledge' (Clandinin & Connelly, 1992).…”

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confidence: 99%

Curriculum making as social practice: complex webs of enactment

Priestley

Philippou

2018

The Curriculum Journal

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“…Pickering et al (2007) also reveal how teachers' collaboration in a Master's programme offered through the University of London led to teachers being more readily able to critique their own practices. While teacher agency can be co-opted through, for example, managerial applications of democratic discourses of 'distributed' leadership (Hatcher, 2005), teachers actively interpret these various conditions and the policies which influence their work, and are not simply passive objects of more managerial policy reform (Braun, Maguire, & Ball, 2010).…”

Section: The Literature: Understanding Current Conditions Of Teacher mentioning

confidence: 99%

The power of one? Conditions which challenge managerial professional development practices

Hardy

2014

Discourse: Studies in the Cultural Politics of Education

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This paper draws upon Bourdieu's (1984) concepts of habitus, capital and field to better understand and appreciate the conditions which encouraged the productive professional development practices of one very capable teacher working in a secondary school in the British Midlands. Rather than celebrating this teacher's practices and perspective as evidence of the capacity of the heroic individual to overcome sometimes adverse circumstances, the paper reveals how the experiences of this teacher can be understood as an instance of the socially situated self, engaged by and engaging in an alternative politics to that associated with more managerial conceptions of teacher learning. The research calls for a cautious approach to those renderings of educational practice which construe the creative potential of the habitus, without sufficient regard for the actual conditions which contribute towards this creativity. In this way, the paper is presented not as an example of how one teacher overcame significant barriers to substantive learning practices -as a morality tale for other, individual educators to emulate -but as a provocation to suggest how some teachers' access to professional/community resources help them sustain a clear focus on substantive learning.

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Policy enactments in the UK secondary school: examining policy, practice and school positioning

Cited by 374 publications

References 11 publications

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Curriculum making as social practice: complex webs of enactment

The power of one? Conditions which challenge managerial professional development practices

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