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

Jones, Ken; Thomson, Patricia

doi:10.1080/02680930802262692

Cited by 31 publications

(21 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…At the same time, an internal DfE memo revealed official changes in terminology from 11 May 2011, with ECM and the five outcomes to be replaced with 'help children achieve more' (Puffett 2010). Thus, as New Labour 'brands' (Jones and Thomson 2008), ECM and Extended Schools have been conspicuously dropped from national policy discourse, if not from policy, as the Children Act, for example, is still statutory at the time of writing. As former Labour Education Minister Estelle Morris asks, 'what's happening now?…”

Section: Study Supportmentioning

confidence: 97%

“…Theoretical framework and method This paper takes a policy analysis approach, informed by a perspective of policy as text/discourse, rather than a fixed entity, and policy formation as discursive practice (Ball 1993;Jones and Thomson 2008;Moss 2009) that can be contradictory and is re-made at different levels and over a period of time. My perspective is also influenced by Vidovich's (2007) 'hybridized policy cycle' framework, which focuses on the dynamic and context-specific relationship of macro-and micro-levels of policy processes.…”

Section: Study Supportmentioning

confidence: 99%

See 1 more Smart Citation

Low-profile policy: the case of study support in education policy ensembles in England

Bailey

2012

Journal of Education Policy

View full text Add to dashboard Cite

This paper presents the case of a relatively low-profile policy initiative that has been successively reframed as part of larger policy ensembles within UK schools over a six-year period, and translated during this time at national and school levels. The policy examined is that of study support or out-of-hours learning. The trajectory of this policy is traced as it is first launched within an educational policy ensemble around the raising achievement agenda and then reframed as part of the then New Labour government's major educational and social policy agenda of Every Child Matters. Drawing on interview data from head teachers and teachers, the ways in which study support policy was translated in two contrasting schools over this period is explored, highlighting different tensions with national policy and local agendas. The 'fate' of study support as an initiative is questioned following a change of government in the UK and in the context of global education policy developments. This analysis of the reframing of a low-profile policy adds to our understanding of the cycles of policy ensembles and their translation by different agents in different sites over time.

show abstract

Section: Study Supportmentioning

confidence: 97%

Section: Study Supportmentioning

confidence: 99%

Low-profile policy: the case of study support in education policy ensembles in England

Bailey

2012

Journal of Education Policy

View full text Add to dashboard Cite

show abstract

“…Funding supports creative practitioners, the majority of them artists, to work with teachers in redesigning curriculum, pedagogies, school cultures and structures (see Buckingham and Jones 2001;Thomson 2005, 2007;Jones and Thomson 2008). CPs ambition is to transform the practices of teaching and learning, and in so doing, change whole schools.…”

mentioning

confidence: 99%

Creativity and whole school change: An investigation of English headteacher practices

Thomson

Sanders

2009

J Educ Change

Self Cite

View full text Add to dashboard Cite

Schools in England have been required to adopt and adapt an ongoing series of policy initiatives: some however are offered on an 'opt-in' basis. This paper examines one such 'offer,' that of Creative Partnerships, a programme which provides schools in designated deprived areas the opportunity to work with creative practitioners in order to change both classroom practice and whole schools. We report here on the snapshot phase of a national study, using a corpus of multimethod qualitative data from 40 schools. We suggest that headteachers saw different opportunities in the CP offer but what actually happened in the school related to three interwoven strands: the situatedness of the school, the headteacher's stance towards change, and the architecture of change management. Our analysis, which highlights the ways in which many of the schools were unable to 'spread and embed' the pedagogical changes supported through CP, suggests that the majority of heads could benefit from involvement in explicit discussion about 'unofficial'-and more democratic-approaches to leading and managing change.Keywords Creativity Á Change management Á Leadership Á EnglandIn an effort to maintain the impetus for, and pace of, educational change the English New Labour government has produced a continuing flow of initiatives. As Ball (2008, p. 3) puts it, ''policy is currently experienced as a constant flow of new requirements, changes, exhortations, responsibilities and expectations.'' This policy churn has left many schools and headteachers suffering profound reform enervation. But there is relentless pressure on English schools to continually improve. This is embodied in the expectation of OfSTED and Local Authorities that schools produce

show abstract

“…A strand of research revealed tensions between the desire for widening access to creativity and centralised policies (Jones & Thomson, 2008 Troman et al, 2007) argued for the resolution of conflicts caused by the parallel agendas of creativity and performativity. Burnard and White (2008) argued that the performativity discourse in England was effectively hijacking the creativity discourse.…”

mentioning

confidence: 99%

Creativity and education: comparing the national curricula of the states of the European Union and the United Kingdom

Wyse

Ferrari²

2014

British Educational Res J

View full text Add to dashboard Cite

In the past 20 years the importance of creativity as part of young people's education has increasingly been recognised. The stimulus for the growing emphasis on creativity has come from diverse sources including drives for greater national economic prosperity and enlightenment visions of young people's education. One facet of creativity in education has been its place in the national curriculum texts of nation states. The research reported in this paper aimed to investigate the place of creativity in the national curricula of the 27 member states of the EU (EU 27) and in the UK. A content analysis of all statutory national curriculum texts for the EU27 was undertaken and implications compared to the answers of 7659 teachers to a survey. The findings showed that creativity was a recurring element of curricula but its incidence varied widely. It was also found that creativity was represented in arts subjects more than other subjects and that it was relatively neglected in reading and writing as part of the language group of subjects. The countries of the UK in general had maintained their historic attention to creativity but there was evidence of a shift from emphasis in primary settings to secondary settings. It is concluded that there is a need for much greater coherence between general aims for education and the representation of creativity in curriculum texts.

show abstract

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

Cited by 31 publications

References 13 publications

Low-profile policy: the case of study support in education policy ensembles in England

Low-profile policy: the case of study support in education policy ensembles in England

Creativity and whole school change: An investigation of English headteacher practices

Creativity and education: comparing the national curricula of the states of the European Union and the United Kingdom

Contact Info

Product

Resources

About