Academy Schools in England

Bhattacharya, Banhi

doi:10.1080/00094056.2013.773845

Cited by 14 publications

(7 citation statements)

References 17 publications

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“…They are also autonomous in that they are not obliged to follow the national curriculum, abide by the national pay scale for teachers, and they are free to alter the structure of the school day/term. This policy of academising state schools was introduced as a means of generating the conditions to enable state-funded schools to exercise autonomy and self-governance (Wilkins, 2012) in a system driven by per-capita funding from the government (Bhattacharya, 2013). This concept of autonomy and independence is based on removing the school from local democratic accountability by building on the self-managing school as a business in a competitive market place (Gunter and McGinty, 2014), promoting new policy narratives, entrepreneurism and competitiveness (Ball, 2011).…”

Section: Business-like Educationmentioning

confidence: 99%

Discourse and teacher identity in business-like education

Skerritt

2018

Policy Futures in Education

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A post-structural approach to exploring identity is taken in this paper in that identity is considered here as being socially constructed through discourse, which has deep implications for the shaping of subjectivity and practice. Given both the potential academisation and Anglicisation of Irish schools, and the additional re-drawing of what constitutes as a ‘good teacher’, repositioning Irish teachers’ subjectifications, this paper highlights the important issue of how teachers (re-)construct themselves in particular ways and make sense of their professional selves when their personal values, motivations, principles and deeply held beliefs about education and how it should be experienced are challenged. Ultimately, this paper projects that adopting a business-like ethos in Irish schools will have a negative impact on Irish teachers’ identities.

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Section: Business-like Educationmentioning

confidence: 99%

Discourse and teacher identity in business-like education

Skerritt

2018

Policy Futures in Education

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“…One implication of the reform was the creation of a market-like structure in education by increasing parental choice in selecting their children's school, which has formed a new type of schools called "independent schools," funded partly by the DfE and partly by private entities (Bhattacharya, 2013). Indeed (like in Israel), English public education seems to be shifting hands from the central government control to the volition of various private actors with different interests (Hilgham, 2014).…”

Section: The Israeli Education System and Its Relationship With Ngosmentioning

confidence: 99%

NGO–school interactions as portrayed by elite and popular press in Israel and England

Tamir

Yemini

Tucker

2019

JEA

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Purpose The purpose of this paper is to map, characterize and conceptualize the press discourse of NGO–school interactions within public education in Israel and in England. Design/methodology/approach The study is based on a corpus of articles published in key elite and popular daily newspapers in Israel and in England. The data were analyzed through two complementary methodologies, framing analysis (FA) and critical discourse analysis (CDA). Findings Significant differences were observed in the way the topic is framed in the articles, in particular between the different types of newspapers. The elite newspapers (Ha’aretz and The Guardian) tended to frame the events in a thematic manner even when they contained episodic discussions, while the popular newspapers (Yedioth Aharonoth and The Times) tended to cover the events episodically with no thematic coverage whatsoever. CDA of news items identified two major themes: financial issues, and problematization vs normalization discourse. Consistent with the FA, CDA revealed differences in the approaches advocated by popular and elite news outlets in covering news concerning NGO–school relations in each of the examined countries. Originality/value It is shown how popular newspapers offer the masses that depend on it a narrow and inferior coverage, of the problematic relations formed between NGOs and schools. A discussion of possible implications of the findings is presented, in light of the growing prominence of external entities in public education.

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“…There have been reductions in resources (e.g. funding streams and teacher/support provision), an increase in schools’ autonomy (particular in terms of curriculum development, scope and implementation), raised accountability measures and changed support arrangements (Bhattacharya, 2013; Greany and Allen, 2014). Such adversities have also been compounded by the city’s particular community demographics of above-average levels of deprivation, higher than average levels of inhabitants with English as a second language and questionable levels of social service provision for young people.…”

Section: The Setting For Memory Makingmentioning

confidence: 99%

London 2012 (Re)calling: Youth memories and Olympic ‘legacy’ ether in the hinterland

Kohe

2016

International Review for the Sociology of Sport

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Engendering interest and support among young people was a key strategy for the organisers of the London 2012 Olympic Games (LOCOG). Part of the approach entailed promoting the event as a context and inspirational catalyst to propel young people's proclivities toward, and enduring participations in, sport and physical activity. Although a variety of participatory platforms were entertained, the discipline of Physical education remained a favoured space in which enduring Olympic imperatives could be amalgamated with government policy objectives. In this paper I present data taken from the initial three years of a longitudinal study on young people's engagement with the London 2012 Olympic Games, sport, physical activity and Physical education within the UK's West-Midlands region. I bring together memory scholarship with Olympic critiques, legacy debates, youth work, and discussions about Physical education to conceptualise participant's anticipations and recollections of the London 2012 Olympic Games as a triptych of narrative fragments; each of provides insights regarding youth experiences an, the remnants of Olympic ether in the country's hinterland. The paper offers a means to, subsequently, think differently about how we might play with the qualitative sociological/historiographical moments (experiences, voices, accounts, stories etc.) that we capture in and through our work.

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Academy Schools in England

Abstract: The English education system has undergone large-scale restructuring through

Cited by 14 publications

References 17 publications

Discourse and teacher identity in business-like education

Discourse and teacher identity in business-like education

NGO–school interactions as portrayed by elite and popular press in Israel and England

London 2012 (Re)calling: Youth memories and Olympic ‘legacy’ ether in the hinterland

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