Uncertain Frontiers: taking forward Edmund King's world perspectives on post-compulsory education

Evans, Karen

doi:10.1080/0305006032000161995

Cited by 7 publications

(4 citation statements)

References 9 publications

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“…There is much generic research to suggest that, as in the two cases here, despite the stated intentions of leaders, inequality in the opportunities and experience of workers and leaders persists (Dass and Parker, 1999;Lorbiecki and Jack, 2000;Prasad and Mills, 1997). Evans (2003) suggests a three level analysis of policy espoused, policy enacted and policy experienced. The data is shot through with tensions between the stated policy of inclusion and equal opportunity (the espoused policy) against policy enacted, for example, the lack of opportunity to become a member of the leadership team for those who first language was not English or Afrikaans, and policy experience, for instance the experience of some where discriminatory attitudes and insistence on consistency of values and action result in the exclusion of those whose values or preferred actions differ.…”

Section: Interaction and Leadingmentioning

confidence: 99%

Leadership Identity in Ethnically Diverse Schools in South Africa and England

Lumby

Heystek²

2011

Educational Management Administration & Leadership

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This article adopts an international perspective to examine the perceptions and practice of leaders in a South African and an English primary school and the leadership implications. Both schools have experienced a relatively swift and large scale diversification of learners away from the previous white majority. In each case the educators have not diversified to the same extent. Interview data is explored to consider how diversity is conceived, and the implications for practice. Similarities and differences are identified, in order to increase understanding of context, its relation to practice and the implications for development in diverse organizations and societies. The article concludes that in both countries there are assertions that skin colour does not matter. Such blindness is a barrier to building greater inclusion.

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Section: Interaction and Leadingmentioning

confidence: 99%

Leadership Identity in Ethnically Diverse Schools in South Africa and England

Lumby

Heystek²

2011

Educational Management Administration & Leadership

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“…This has often involved a rethinking of methodology and units of comparison, beyond and different from those of nation state and national systems of education, as mentioned previously. Bray and Thomas (1995) set out the case for multilevel analysis in comparative education while Evans (2003) made the case for layered studies that include city regions, labour markets and local cultural identities intra-nationally as well as crossnationally, particularly in research into adult learning and education beyond schooling. Hayhoe promoted cross-cultural studies in ways which challenged uni-linear modernization theories (see for example Hayhoe and Pan 2002).…”

Section: Definitions and Domains: To Whom Do These Distinctions Mattementioning

confidence: 99%

Compare: exploring a 40‐year journey through comparative education and international development

Evans

Robinson‐Pant

2010

Compare: A Journal of Comparative and International Education

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And the end of all our exploring Will be to arrive where we started And know the place for the first time. T.S. Eliot-Little Gidding-1942 This special issue both completes and celebrates the 40 th volume of Compare. We have been privileged to serve as editors of this important journal over the past six years. Both of us came to the role in 2004 and have completed our terms of office in 2009 and 2010 respectively. Part of the strict BAICE/Compare policy of appointing editors and all editorial members for fixed terms ensures a process of permanent renewal. Members of each incoming editorial team appraise the journal as they see it at the time. All do so from their own standpoints, perspectives, commitments and specialisms. This special issue has afforded us a rare opportunity to stand back and take a longer retrospective view, contacting past editors and inviting review and comment. We have experienced a journey back in time that has brought us to where we started, and in so doing we see the place differently, as for the first time. In this editorial, we share that journey with you, our readers.

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“…If we allow that capacity to professions and communities then the policy options become more diverse and complex. In order to handle some of this complexity, we invoke Evans' (2003) distinction between the espousal, enactment and experience of policy. That is, we restrict our concern to policy that is initiated (espoused) by the central state, enacted by a 'profession' within public service and experienced by a community, with the assumption that professions and communities may collectively generate and sustain knowledge.…”

Section: Introductionmentioning

confidence: 99%