States, markets and communities: is there room for<i>educational</i>leadership?

Bates, Richard

doi:10.1080/00220620802507185

Cited by 10 publications

(3 citation statements)

References 3 publications

(3 reference statements)

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“…Education reform policies that establish quantitative performance outcomes and their resultant school rankings as the coordinates within which we define effective teachers and schools are solutions that respect economic competition, freedom of choice, and the invisible hand of the market. Bates (2008) notes that under Thatcher in the U.K., educators were often "characterized as subversive of the economy and driven by self-interest" (p. 197). An alternative vision of educators' resistance under Thatcher might argue that their own professional "good sense" (Gitlin & Margonis, 1995) made some of them question the common-sense truth that the purpose of schools is to carry out the needs of the economy.…”

Section: Critical Vigilancementioning

confidence: 99%

Redesigning the identities of teachers and leaders: A framework for studying new professionalism and educator resistance

Anderson

Cohen

2015

EPAA

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Neoliberal reforms of public education do more than shape policy and curriculum; they also influence educators’ understanding of themselves as professionals, driving at the very core of what it means to be a teacher or leader. This article explores the effects of Neoliberal policies and New Public Management pracitces on teachers and principals and the ways they result in a “new professionalism.” The authors provide a framework for studying how these new polices and practices might be resisted, as well as a description of characteristics of the new professional and what professionalism might look like if it were grounded in community and advocacy.

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Section: Critical Vigilancementioning

confidence: 99%

Redesigning the identities of teachers and leaders: A framework for studying new professionalism and educator resistance

Anderson

Cohen

2015

EPAA

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“…Many of the assumptions regarding autonomy and 'the local' are counter to more sociological accounts of educational administration which argue for the impossibility of separating 'the local' from the global -even if they do not use that language (see Bates, 2006Bates, , 2008. ii This fit may be about ideology (e.g.…”

Section: The (Im)possibility Of 'The Local'mentioning

confidence: 99%

Educational Leadership Relationally

Eacott¹

2015

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“…Earlier examples of this kind of re-modelling in education are reflected in workforce reform of the schools sector in England as identified by Rayner and Gunter (2005), Gunter and Rayner (2007a, 2007b), and globally, as critical theory presented by Apple (2004). Much of this critique has been formed by deep-seated concern for ‘educational’ rather than ‘other’ values, and a stated desire to safeguard educational purposes for the social good in a democratic society (Bates, 2008; Gunter and Forrester, 2010); these same values are clearly associated with notions of educational professionalism and social justice, which in turn, are seen as persistently displaced in the wake of a neoliberal policy driving a conservative model of global commerce, reinforced by the technocratic commodification of education (Ball, 2003, 2012; Bottery and Wright, 2000; Brown and Lauder, 2007). To this modernization agenda we now substitute ‘higher education’.…”

Section: The University Experiencementioning

confidence: 99%

Managing leadership in university reform

Browne¹,

Rayner²

2013

Educational Management Administration & Leadership

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The contemporary English policy discourse in higher education of ‘Putting Students at the Heart of the System’ has led to an increasing use of managing by performance ‘smart-data’ reinforcing a consumer-led representation of students as ‘partners’ in the ‘business of learning’ within the academy. This approach disguises ongoing fundamental changes to academic work by mixing an increased ‘market-driven’ transparency with ‘accountability’ in ‘institutional and organization management’, utilizing so-called research-led or evidence-informed practice. The policy discourse masks and limits any critique of such data production, or more particularly its purposes and uses, while perhaps yet more significantly, generating an associated ‘modernizing’ rhetoric impacting multiple levels of decision-making throughout the HE institution. Evidence from previous research into school sector reform as data-based decision-making became mainstreamed is used to support our prognosis for the future. Drawing upon documentary analysis of KIS (Key Information Sets) and other publicly available data, this article presents a critique of widespread institutional reform that is rapidly becoming reliant upon what we call ‘data-smart policy’. In conclusion, a series of emerging issues are identified as part of managing the way forward in meeting data access requirements, ensuring student satisfaction and consumer protection, while preserving intellectual values associated with substantive scholarship and sound academic leadership.

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States, markets and communities: is there room foreducationalleadership?

Cited by 10 publications

References 3 publications

Redesigning the identities of teachers and leaders: A framework for studying new professionalism and educator resistance

Redesigning the identities of teachers and leaders: A framework for studying new professionalism and educator resistance

Educational Leadership Relationally

Managing leadership in university reform

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