The Co-operative

Coates, Max

doi:10.1177/0892020614560839

Cited by 5 publications

(2 citation statements)

References 2 publications

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“…The substantial cultural and social capital of the College had sometimes been shrouded behind the veil of the Schools Co-operative Society which was not fully operational. Having said this, only 1.5 core staff at the Co-operative College were devoted to co-operative schools in addition to the regional associate staff (Coates 2015). From the outside it looked like a much larger organisation and the principal of the College used to joke that the Department for Education had wrongly assumed that the reach and scope of the College was greater than in fact it was (CEO 2016).…”

Section: Structures and Movementmentioning

confidence: 99%

Co-operative schools: democratic values, networks and leadership

Woodin¹

2019

International Journal of Inclusive Education

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For over a decade, cooperative schools have struck a note of discord within the highly orchestrated context of English education policy. They encapsulate an old set of ideas but re-articulate them for new times by engaging with educational frameworks which are locked into the so-called global education reform movement (GERM) based upon on standards, standardisation, a mixture of centralised and devolved accountabilities, leadership, testing and accountability. Yet cooperative schools ostensibly aim to embed a set of wide-ranging values and principles: equality, equity, democracy, self-help, self-responsibility and solidarity as well as the principles of education, democratic control and community ownership, all of which echo the history of labour movements. The cooperative legal model not only adheres to cooperative values and principles but necessitates stakeholder involvement in the governance of schools: pupils, staff, parents, community and, potentially, alumni are all expected to play a role. These are compared to David Hargreaves' ideas about a 'self-improving school system'. I analyse the emergence of the cooperative network and the reasons for its dramatic growth alongside the complex problems it faced. In turn these help us to understand the possibilities and contradictions inherent in attempts to build inclusive and democratic educational networks. For over a decade, cooperative schools have struck a note of discord within the highly orchestrated context of English education policy. They encapsulate radical and democratic ideas but re-articulate them for new times within the so-called global education reform movement (GERM) which is based upon on standards, standardisation, a mixture of centralised and devolved accountabilities, leadership, testing and accountability (Sahlberg 2012). The study of cooperative schools offers unique insights into the changing relationships between leaders and the networks in which they operate. It provides a

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Section: Structures and Movementmentioning

confidence: 99%

Co-operative schools: democratic values, networks and leadership

Woodin¹

2019

International Journal of Inclusive Education

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“…The growth of co-operative schools has been met with enthusiasm from academics who see the transformative potential of co-operative and democratic education (Woodin, 2011(Woodin, , 2015a2015b;Woodin & Fielding, 2013;Coates, 2015;Mills, 2015;Woods, 2015). This paper, which reports on a qualitative case-study of the emerging movement, contributes to the literature by attending to the motivations and expectations of those involved.…”

mentioning

confidence: 96%

Imagining powerful co-operative schools: Theorising dynamic co-operation with Spinoza

Dennis

2017

Educational Philosophy and Theory

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The recent expansion of the English academies programme has initiated a period of significant change within the state education system. As established administration has been disrupted, new providers from business and philanthropy have entered the sector with a range of approaches to transform schools. This paper examines the development of cooperative schools, which are positioned as an 'ethical alternative' within the system and have proved popular with teachers and parents. Using a theory of co-operative power drawn from the philosophy of Spinoza (1632-1677), the author explores how co-operative schools have emerged, with and against the reforming agenda, using narratives of hope and resistance. Spinoza provides theoretical resources to critique this positioning and to project beyond the limiting narratives to an affirmative vision for co-operative schools.

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Inclusive educational leadership to establish a co-operative school cluster trust? Exploring perspectives and making links with leadership for learning

Swaffield

2019

International Journal of Inclusive Education

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The Co-operative

Cited by 5 publications

References 2 publications

Co-operative schools: democratic values, networks and leadership

Co-operative schools: democratic values, networks and leadership

Imagining powerful co-operative schools: Theorising dynamic co-operation with Spinoza

Inclusive educational leadership to establish a co-operative school cluster trust? Exploring perspectives and making links with leadership for learning

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