Conditions of domination: reflections on harms generated by the British state education system

Beckmann, Andrea; Cooper, Charlie

doi:10.1080/01425690500199842

Cited by 15 publications

(10 citation statements)

References 15 publications

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“…We can see in what both the working-class boys and girls say some of the hidden injuries of class (Sennett and Cobb, 1972) that are enshrined and perpetuated through educational policy. Particularly stark is the damage generated by the increasing surveillance and regulation of pupils' learning, enacted through testing and assessment practices (Beckmann and Cooper, 2005). There has been a long history of regulative and interventionist education assessment policy which claims to be aimed at raising the achievement of working-class children (David, 1993;Tomlinson, 2001;Vincent and Warren, 1999).…”

Section: Theme 3 (Participation) -Participation In Learningmentioning

confidence: 99%

The Zombie Stalking English Schools: Social Class and Educational Inequality

Reay

2006

British Journal of Educational Studies

301

197

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The aim of this article is to reclaim social class as a central concern within education, not in the traditional sense as a dimension of educational stratification, but as a powerful and vital aspect of both learner and wider social identities. Drawing on historical and present evidence, a case is made that social inequalities arising from social class have never been adequately addressed within schooling. Recent qualitative research is used to indicate some of the ways in which class is lived in classrooms. The article also raises concerns about the ability of the education system to positively address social class in the classroom when contemporary initial teacher training rarely engages with it as a relevant concern within schooling.

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Section: Theme 3 (Participation) -Participation In Learningmentioning

confidence: 99%

The Zombie Stalking English Schools: Social Class and Educational Inequality

Reay

2006

British Journal of Educational Studies

301

197

View full text Add to dashboard Cite

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“…This process has been characterised by policy overload and contradictions, or ‘Policy ADHD’ (Thomson, ). Policy changes have been implicated in causing, or at least compounding, direct and indirect psychological harm to children and communities (Ball, ; Beckmann & Cooper, ; Hargreaves, ). The government's drive to raise standards, increase efficiency and effectiveness has taken its toll on teacher health and morale and also challenged teachers’ identities (Day et al, ; Hargreaves, ).…”

Section: Introductionmentioning

confidence: 99%

‘Extra appendage’ or integrated service? School counsellors' reflections on their professional identity in an era of education reform

Harris

2009

Couns and Psychother Res

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Aims: Since 2003, Government policies have located increasing responsibility for children's well‐being on schools working in partnership with other agencies. This study sought to investigate how these policies affect the working lives and professional identities of counsellors in schools in challenging circumstances in England. Method: In‐depth interviews with six school counsellors (4 primary and 2 secondary). Transcripts were analysed using Interpretive Phenomenological Analysis to reveal five master themes, one of which is the focus of this paper. Findings: School counsellors derive most reward from their therapeutic work with children. Their sense of professional identity however, is affected by their positioning within schools. Counsellors with dual roles perceive themselves as ‘insiders’ with the capacity to influence and contribute meaningfully to the school's well‐being agenda. Counsellors engaged on part‐time contracts either independently or via an agency feel like ‘outsiders’, situated on the margins of school life and vulnerable to neglectful and oppressive practices from school leadership. Some implications for practice are considered.

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“…Alexander 2007). Critics have cited a number of problems: the plateau reached by students' performance against key educational indicators (Tymms and Merrell 2007); continuing disaffection on the part of students, particularly disadvantaged students (Beckmann and Cooper 2005); teacher (and parent) dissatisfaction with a test-driven system (Woods et al 1997); and, importantly for CP, lack of innovative capacity (Bentley and Selzer 1999).…”

Section: A New Policy Settlement?mentioning

confidence: 98%

Policy rhetoric and the renovation of English schooling: the case of Creative Partnerships

Jones

Thomson

2008

Journal of Education Policy

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Facing difficulties in the implementation of its 'standards' agenda, the English government has recently introduced a set of policy strategies and initiatives which seek to promote enjoyment, innovation and creativity in education. One such initiative is Creative Partnerships (CP). Funded predominantly from the Arts portfolio, CP brings creative practitioners into schools with the intention of bringing change to teaching and learning, and, more widely, of achieving whole school change. Using a corpus of policy texts and interviews, we examine the claims made within CP about innovation and indicate the rhetorical means by which the impression of radical change is married to the standards agenda. In particular, we highlight the ways in which texts re-work traditions of progressive change. We argue that this rhetorical recuperation of the ideals of an earlier period is a sign of a more general policy adjustment in English education. However, since it is combined with a continuing commitment to market-driven change, it cannot be said to be indicative of a new policy settlement.

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Conditions of domination: reflections on harms generated by the British state education system

Cited by 15 publications

References 15 publications

The Zombie Stalking English Schools: Social Class and Educational Inequality

The Zombie Stalking English Schools: Social Class and Educational Inequality

‘Extra appendage’ or integrated service? School counsellors' reflections on their professional identity in an era of education reform

Policy rhetoric and the renovation of English schooling: the case of Creative Partnerships

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