The processual life of neoliberalisation: Permutations of value systems and normative commitments in a co-operative trust setting

Article


Wilkins, A. 2018. The processual life of neoliberalisation: Permutations of value systems and normative commitments in a co-operative trust setting. International Journal of Inclusive Education.
AuthorsWilkins, A.
Abstract

Since 2010 the government in England has committed to accelerating the expansion of academies (‘state-funded independent schools’) through displacing the role of local government as principal manager and overseer of schools. In response increasing numbers of schools are embracing the co-operative trust model to improve economies of scale, facilitate stakeholding and community resilience, and fend off the monopolising tendencies of some large multi-academy trusts seeking wholesale takeover of certain underperforming schools. Yet there are concerns that co-operative schools do not represent a radical departure from routines of neoliberalism – defined by managerial deference, technocratic efficiency, upward accountability, and performativity – despite clear signs that co-operative schools promote themselves as jointly-owned, democratically-controlled enterprises. In this paper I adopt a ‘processual view of neoliberalisation’ (Peck and Tickell 2002) to complicate the idea that co-operative schools can be judged in binary terms of ‘either/or’ – neoliberal or democratic, exclusionary or participatory – and instead point to the variegated organisational life of co-operative schools and their messy actualities as they straddle competing and sometimes conflicting sets of interests, motives and demands in their practice of school governance.

JournalInternational Journal of Inclusive Education
ISSN1360-3116
Year2018
PublisherTaylor & Francis
Accepted author manuscript
License
File Access Level
Repository staff only
Digital Object Identifier (DOI)doi:10.1080/13603116.2019.1629158
Web address (URL)https://doi.org/10.1080/13603116.2019.1629158
Publication dates
Online17 Jun 2019
Publication process dates
Deposited04 Sep 2018
Accepted25 May 2018
Accepted25 May 2018
Copyright informationThis is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Inclusive Education on 17/06/2019, available online: http://www.tandfonline.com/10.1080/13603116.2019.1629158.
Page rangeIn Press
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https://repository.uel.ac.uk/item/84813

Accepted author manuscript

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