Professionalizing school governance: the disciplinary effects of school autonomy and inspection on the changing role of school governors
Article
Wilkins, A. 2014. Professionalizing school governance: the disciplinary effects of school autonomy and inspection on the changing role of school governors. Journal of Education Policy. 30 (2), pp. 182-200. https://doi.org/10.1080/02680939.2014.941414
Authors | Wilkins, A. |
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Abstract | Since the 1980s, state schools in England have been required to ensure transparency and accountability through the use of indicators and templates derived from the private sector and, more recently, globally circulating discourses of ‘good governance’ (an appeal to professional standards, technical expertise, and performance evaluation as mechanisms for improving public service delivery). The rise of academies and free schools (‘state-funded independent schools’) has increased demand for good governance, notably as a means by which to discipline schools, in particular school governors – those tasked with the legal responsibility of holding senior leadership to account for the financial and educational performance of schools. A condition and effect of school autonomy, therefore, is increased monitoring and surveillance of all school governing bodies. In this paper, I demonstrate how these twin processes combine to produce a new modality of state power and intervention; a dominant or organizing principle by which government steer the performance of governors through disciplinary tools of professionalization and inspection, with the aim of achieving the ‘control of control’. To explain these trends, I explore how various established and emerging school governing bodies are (re)constituting themselves to meet demands for good governance. |
Journal | Journal of Education Policy |
Journal citation | 30 (2), pp. 182-200 |
ISSN | 1464-5106 |
0268-0939 | |
Year | 2014 |
Publisher | Taylor & Francis |
Accepted author manuscript | License CC BY |
Digital Object Identifier (DOI) | https://doi.org/10.1080/02680939.2014.941414 |
Publication dates | |
28 Jul 2014 | |
Publication process dates | |
Deposited | 02 Sep 2016 |
Accepted | 27 Jun 2014 |
Funder | Economic and Social Research Council |
Economic and Social Research Council | |
Copyright information | This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education Policy on 28.07.14, available online: http://www.tandfonline.com/10.1080/02680939.2014.941414. |
https://repository.uel.ac.uk/item/8595w
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