Policy critics and policy survivors: who are they and how do they contribute to a department policy role typology?

Golding, Jennie

doi:10.1080/01596306.2016.1183589

Cited by 10 publications

(8 citation statements)

References 15 publications

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“…Furthermore, Ball et al's (2011aBall et al's ( , 2011b research revealed important fluidity, with school leaders and teachers playing differing roles over time and in relation to different kinds of policies, and thus engaging in various types of policy work. Other research has examined the complexities of enactment in schools (Alfrey et al, 2017;Golding, 2017;Woodcock & Hardy, 2019), teacher education (Lambert & O'Connor, 2018;Lambert & Penney, 2019), and sport coaching contexts (Hammond et al, 2019), with some authors extending the descriptors of actor roles to include survivor (Golding, 2017), initiator, disruptor, motivator, connector, change maker and innovator (Lambert & O'Connor, 2018), and provocateur (Lambert & Penney, 2019).…”

Section: Policy Enactment and Policy Actorsmentioning

confidence: 99%

Setting policy and student agency in physical education: Students as policy actors

Wilkinson

Penney

2020

Sport, Education and Society

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In turning a spotlight on students in physical education, this paper seeks to extend applications of policy enactment theory, and particularly, the policy actor framework. Following the lead ofStephen Ball and colleagues, the research that this paper draws on examined the various dimensions of context shaping policy enactment in different schools. The focus of the research was policy associated with ability grouping, and setting particularly, in physical education. The research involved case study work in three mixed-gender secondary schools in England, with 15 physical education teachers participating in semi-structured interviews and 63 students participating in semi-structured focus groups. This paper reports on the data arising from focus groups with students. The actor framework is used to bring to the fore differences in student responses to policy, their capacities to proactively engage with policy, and explore what shapes the differences observed. Notably, the data signalled that students were by no means passive recipients of policy. There were clear instances of students exercising agency in physical education, sometimes questioning and challenging how they were positioned within and by setting policies, and at other times, responding in ways that demonstrated their capacity to navigate and mediate policy and its impact on them as learners. This paper therefore explores some of the ways in which students are both positioned by and position themselves in relation to policy.

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Section: Policy Enactment and Policy Actorsmentioning

confidence: 99%

Setting policy and student agency in physical education: Students as policy actors

Wilkinson

Penney

2020

Sport, Education and Society

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“…On the other hand, junior teachers tended to be receivers of policy, although there are indications that receivers might be far more widespread than this. In particular, the aforementioned finding elsewhere that teachers were agreeing to be involved in SSE for one school year on the basis that SSE would be passed on to another group of teachers once they had 'done their bit' for the school (O'Brien et al, 2019) further fuels our suspicion that policy receivers are perhaps more common than first theorised and then found in our data; or, maybe more appropriately, they might be what Golding (2017) has called policy-neutral 'survivors'. Particularly in the case of more experienced teachers, despite often demonstrating positivity and enthusiasm, it might be that they are actually passive and 'policy-resistant':…”

Section: Discussionmentioning

confidence: 62%

“…Thus, some staff members are narrators, some are transactors, some are enthusiasts and translators, but some are also receivers of policy, or policy survivors-and some can be combinations of roles. As others have found, positions can manifest and merge, cross and meld (Lambert & O'Connor, 2018), and teachers can adopt a predominant role or more than one role in relation to their enactment of policy (Golding, 2017). It is simply not possible for the staff body as a collective unit to respond to SSE in coherent and consistent ways, and instead, the complex and intricate policy work of various actors combine to make SSE happen.…”

Section: Discussionmentioning

confidence: 99%

“…We are also conscious of our own positions as external researchers in this study. An insider approach as taken by Golding (2017) in England and Lambert and O'Connor (2018) in an Australian university would help to advance our understanding of enactments in Irish schools. Case study research conducted by insiders offers unique opportunities to investigate schools in ways outsider research might not allow and there is likely to be a better understanding of schools' histories and micropolitics (Perryman, 2011).…”

Section: Discussionmentioning

confidence: 99%

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Enacting school self-evaluation: the policy actors in Irish schools

Skerritt

O’Hara

Brown

et al. 2021

International Studies in Sociology of Education

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School self-evaluation is a low-stakes policy recently mandated in Ireland and while schools are becoming more consistent in engaging in this internal mode of evaluation, their engagement has not been uniform. This paper provides new ways of thinking about, understanding, and explaining how school self-evaluation plays out in Irish schools. Subscribing to the view that policies are not simply implemented but enacted through the creative processes of interpretation and translation, this paper shows how school self-evaluation is performed in Irish schools in various ways by various people. We identify numerous policy actors in our qualitative data: narrators, entrepreneurs, outsiders, transactors, enthusiasts, translators, critics, and receivers. This assortment of actors helps to bring school self-evaluation to life but as it comprises heterogeneous entities with varying characteristics, levels of experience, and motivations it is simply not possible for this policy to be implemented in schools as policymakers envisage.

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“…Pseudonyms are used throughout. The study, and the associated enactment, is described more fully in Golding (2016).…”

Section: The Studymentioning

confidence: 99%

Mathematics teachers’ capacity for change

Golding

2017

Oxford Review of Education

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Mathematics teachers across the Western world are faced with an expectation that they make significant change to their teaching, but repeated attempts have shown little embedded success. This paper draws on a longitudinal study of two apparently well-placed English mathematics departments attempting to make change aligned with both policy and internationally-valued 'good practice'. It suggests deep teacher change draws on a wide range of both social and affective characteristics, as well as sophisticated professional skills and knowledge. The study supports a construct of '(mathematics) teacher capacity for change' at both individual and group levels within teachers' 'personal domains' , synthesising the range of characteristics apparently needed by teachers in times of change. In particular, it argues for the development of dispositions for collaborative learning and of other learning-supportive affects. Such an approach has the potential to place teachers in a better position to respond to demanding aspirations.

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Policy critics and policy survivors: who are they and how do they contribute to a department policy role typology?

Cited by 10 publications

References 15 publications

Setting policy and student agency in physical education: Students as policy actors

Setting policy and student agency in physical education: Students as policy actors

Enacting school self-evaluation: the policy actors in Irish schools

Mathematics teachers’ capacity for change

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