Dr Andrew Wilkins
Name | Dr Andrew Wilkins |
---|---|
ORCID | https://orcid.org/0000-0002-4486-8034 |
Job title | Reader |
Email address | wilkins2@uel.ac.uk |
Research institute | School of Education & Communities |
Research outputs
Technologies in rational self-management: Interventions in the ‘responsibilisation’ of school governors
Wilkins, A. 2019. Technologies in rational self-management: Interventions in the ‘responsibilisation’ of school governors. in: Allan, J., Harwood, V. and Jørgensen, C. R. (ed.) World Yearbook of Education 2020: Schooling, Governance and Inequalities Routledge.The processual life of neoliberalisation: Permutations of value systems and normative commitments in a co-operative trust setting
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. 23 (11), pp. 1180-1195. https://doi.org/10.1080/13603116.2019.1629158Wither democracy? The rise of epistocracy and monopoly in school governance
Wilkins, A. 2019. Wither democracy? The rise of epistocracy and monopoly in school governance. in: Riddle, S. and Apple, M. (ed.) Re-imagining Education for Democracy Routledge.Translations of New Public Management: A decentred approach to school governance in four OECD countries
Wilkins, A., Collet-Sabé, Jordi, Gobby, Brad and Hangartner, Judith 2019. Translations of New Public Management: A decentred approach to school governance in four OECD countries. Globalisation, Societies and Education. 17 (2), pp. 147-160. https://doi.org/10.1080/14767724.2019.1588102Assembling schools as organisations: On the limits and contradictions of neoliberalism
Wilkins, A. 2018. Assembling schools as organisations: On the limits and contradictions of neoliberalism. in: Connolly, M., James, C., Kruse, S. and Spicer, D.E. (ed.) The SAGE International Handbook on School Organization SAGE.Education Governance and Social Theory: Interdisciplinary Approaches to Research
Wilkins, A. and Olmedo, Antonio 2018. Education Governance and Social Theory: Interdisciplinary Approaches to Research. Bloomsbury Publishing.Conceptualising education governance: Framings, perspectives and theories
Wilkins, A. and Olmedo, Antonio 2018. Conceptualising education governance: Framings, perspectives and theories. in: Wilkins, Andrew and Olmedo, Antonio (ed.) Education governance and social theory: Interdisciplinary approaches to research Bloomsbury Publishing.Neoliberalism, citizenship and education: A policy discourse analysis
Wilkins, A. 2018. Neoliberalism, citizenship and education: A policy discourse analysis. in: Peterson, A., Stahl, G. and Soong, H. (ed.) The Palgrave Handbook of Citizenship and Education Palgrave Macmillan.Creating expert publics: A governmentality approach to school governance under neoliberalism
Wilkins, A. 2017. Creating expert publics: A governmentality approach to school governance under neoliberalism. in: Courtney, Steven J., McGinity, Ruth and Gunter, Helen (ed.) Educational Leadership: Theorising Professional Practice in Neoliberal Times Routledge. pp. 97-110The business of governorship: Corporate elitism in public education
Wilkins, A. 2017. The business of governorship: Corporate elitism in public education. in: Gunter, Helen M., Hall, David and Apple, Michael W. (ed.) Corporate Elites and the Reform of Public Education Bristol Policy Press.Rescaling the local: Multi-academy trusts, private monopoly and statecraft in England
Wilkins, A. 2017. Rescaling the local: Multi-academy trusts, private monopoly and statecraft in England. Journal of Educational Administration and History. 49 (2), pp. 171-185. https://doi.org/10.1080/00220620.2017.1284769Gobernanza escolar y la lógica de la política neoliberal. ¿Qué puede hacer la democracia?
Wilkins, A. 2016. Gobernanza escolar y la lógica de la política neoliberal. ¿Qué puede hacer la democracia? in: Collet, Jordi and Tort, Antoni (ed.) La gobernanza escolar democrática Morata. pp. 84-100Gobernar la educación a través de los padrespolítica educativa y construcción de subjetividades neoliberales en Inglaterra. (Governing education through parents: education policy and the construction of neoliberal subjectivities in England)
Olmedo, Antonio and Wilkins, A. 2014. Gobernar la educación a través de los padrespolítica educativa y construcción de subjetividades neoliberales en Inglaterra. (Governing education through parents: education policy and the construction of neoliberal subjectivities in England). Profesorado. 18 (2), pp. 99-116.Modernising School Governance: Corporate planning and expert handling in state education
Wilkins, A. 2016. Modernising School Governance: Corporate planning and expert handling in state education. Routledge.Governing through parents: a genealogical enquiry of education policy and the construction of neoliberal subjectivities in England
Olmedo, Antonio and Wilkins, A. 2016. Governing through parents: a genealogical enquiry of education policy and the construction of neoliberal subjectivities in England. Discourse: Studies in the Cultural Politics of Education. 38 (4), pp. 573-589. https://doi.org/10.1080/01596306.2015.1130026Professionalizing school governance: the disciplinary effects of school autonomy and inspection on the changing role of school governors
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/10.1080/02680939.2014.941414Affective Labour and Neoliberal Fantasies: The Gendered and Moral Economy of School Choice in England.
Wilkins, A. 2014. Affective Labour and Neoliberal Fantasies: The Gendered and Moral Economy of School Choice in England. in: Vandenbeld Giles, Melinda (ed.) Mothering in the Age of Neoliberalism Bradford, Ontario Demeter Press. pp. 265-282Widening participation in higher education: the role of professional and social class identities and commitments
Wilkins, A. and Burke, Penny Jane 2013. Widening participation in higher education: the role of professional and social class identities and commitments. British Journal of Sociology of Education. 36 (3), pp. 434-452. https://doi.org/10.1080/01425692.2013.8297423211
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