Resistance, professional agency and the reform of education in England
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 engag...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
UCL Press
2020-06-01
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| Series: | London Review of Education |
| Online Access: | https://uclpress.scienceopen.com/hosted-document?doi=10.14324/LRE.18.2.09 |
| _version_ | 1797896456201306112 |
|---|---|
| author | Stephen M. Rayner Helen Gunter |
| author_facet | Stephen M. Rayner Helen Gunter |
| author_sort | Stephen M. Rayner |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-10T07:42:01Z |
| format | Article |
| id | doaj.art-3cbc9f2ea9b74a1abe182a56a56d1c36 |
| institution | Directory Open Access Journal |
| issn | 1474-8460 1474-8479 |
| language | English |
| last_indexed | 2024-04-10T07:42:01Z |
| publishDate | 2020-06-01 |
| publisher | UCL Press |
| record_format | Article |
| series | London Review of Education |
| spelling | doaj.art-3cbc9f2ea9b74a1abe182a56a56d1c362023-02-23T11:28:41ZengUCL PressLondon Review of Education1474-84601474-84792020-06-011826528010.14324/LRE.18.2.09Resistance, professional agency and the reform of education in EnglandStephen M. RaynerHelen GunterMuch 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.https://uclpress.scienceopen.com/hosted-document?doi=10.14324/LRE.18.2.09 |
| spellingShingle | Stephen M. Rayner Helen Gunter Resistance, professional agency and the reform of education in England London Review of Education |
| title | Resistance, professional agency and the reform of education in England |
| title_full | Resistance, professional agency and the reform of education in England |
| title_fullStr | Resistance, professional agency and the reform of education in England |
| title_full_unstemmed | Resistance, professional agency and the reform of education in England |
| title_short | Resistance, professional agency and the reform of education in England |
| title_sort | resistance professional agency and the reform of education in england |
| url | https://uclpress.scienceopen.com/hosted-document?doi=10.14324/LRE.18.2.09 |
| work_keys_str_mv | AT stephenmrayner resistanceprofessionalagencyandthereformofeducationinengland AT helengunter resistanceprofessionalagencyandthereformofeducationinengland |