Pub Date : 2018-12-03DOI: 10.1108/978-1-78754-675-220181001
{"title":"Prelims","authors":"","doi":"10.1108/978-1-78754-675-220181001","DOIUrl":"https://doi.org/10.1108/978-1-78754-675-220181001","url":null,"abstract":"","PeriodicalId":314970,"journal":{"name":"Turbulence, Empowerment and Marginalisation in International Education Governance Systems","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116018499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-03DOI: 10.1108/978-1-78754-675-220181021
{"title":"Appendix 2","authors":"","doi":"10.1108/978-1-78754-675-220181021","DOIUrl":"https://doi.org/10.1108/978-1-78754-675-220181021","url":null,"abstract":"","PeriodicalId":314970,"journal":{"name":"Turbulence, Empowerment and Marginalisation in International Education Governance Systems","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123619934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-03DOI: 10.1108/978-1-78754-675-220181006
Alison Taysum
{"title":"The Turbulence Black, Asian, Minority Ethnicity Chief Executive Officers of Small, Medium and Empty MATs Face in England’s Education System; the Agency","authors":"Alison Taysum","doi":"10.1108/978-1-78754-675-220181006","DOIUrl":"https://doi.org/10.1108/978-1-78754-675-220181006","url":null,"abstract":"","PeriodicalId":314970,"journal":{"name":"Turbulence, Empowerment and Marginalisation in International Education Governance Systems","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114191561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-03DOI: 10.1108/978-1-78754-675-220181019
{"title":"Index","authors":"","doi":"10.1108/978-1-78754-675-220181019","DOIUrl":"https://doi.org/10.1108/978-1-78754-675-220181019","url":null,"abstract":"","PeriodicalId":314970,"journal":{"name":"Turbulence, Empowerment and Marginalisation in International Education Governance Systems","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114354450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-03DOI: 10.1108/978-1-78754-675-220181004
Alison Taysum, K. Arar, H. Imam
Abstract In this chapter, we present a critical engagement with the methodology that each research team presenting a case study in this book from England, Arab Israel, Northern Ireland, Trinidad and Tobago and the United States adopted. Education is a cultural project that consists of history, narrative and faith. The Black, Asian Minority Ethnicity (BAME) and senior leaders representing marginalised groups that we talked to in this research all stated that their faith, and religion was central to their service as an educational leader. The faiths represented in our research are Islam, Christianity, Sikhism and no faith where a humanitarian approach is taken. The chapter presents the scientific significance of what values underpin these leaders’ behaviours, and to understand how their values align with legislation, education policy and the values found in Education Governance Systems. A constructivist comparative analysis approach was adopted to address four research questions. First, how do the senior-level leaders describe and understand how school governance systems and school commissioners empower them to develop school communities as societal innovators for equity and renewal for peace in our time? Second, how do they describe and understand the role mentors, and/or advocates play to support their navigation through the governance systems? Third, to what extent do they believe a cultural change is required to empower them in school communities to Empower Young Societal Innovators for Equity and Renewal for peace in our time? Finally, how can the findings be theorised to generate a theory of knowledge to action through impact strategies within an international comparative analysis framework? Each of the five international cases collected the narrative biographies of up to 15 superintendents, or chief executive officers of multi-academy trusts of colour. In the Northern Ireland case, eight religiously divided key agents of change were selected as an equivalence for the governance structures in the other five case studies. The total number of senior-level leaders participating in the five case studies was 40. Each author read their findings through Gross’ (2014) Turbulence Theory and typology to categorise the level and the impact of the challenges the key agents of change need to navigate as they mediate between the governance systems. Gross (2014, p. 248) theory of turbulence is used as a metaphor and states that ‘turbulence can be described as “light” with little or no movement of the craft. “Moderate” with very noticeable waves. “Severe” with strong gusts that threaten control of the aircraft. “Extreme” with forces so great that control is lost and structure damage to the craft occurs’. The chapter identifies the findings were read through the theory of turbulence to reveal the state of the Education Governance Systems and their impact on empowering cosmopolitan citizens to participate fully and freely in societal interactions
在本章中，我们对本书中来自英国、阿拉伯以色列、北爱尔兰、特立尼达和多巴哥以及美国的每个研究团队所采用的案例研究方法进行了批判性的探讨。教育是一项由历史、叙事和信仰组成的文化工程。我们在这项研究中采访的黑人、亚洲少数民族(BAME)和代表边缘化群体的高级领导人都表示，他们的信仰和宗教是他们作为教育领导者服务的核心。在我们的研究中代表的信仰是伊斯兰教，基督教，锡克教和没有采取人道主义方法的信仰。本章介绍了支撑这些领导者行为的价值观的科学意义，并了解他们的价值观如何与立法，教育政策和教育治理系统中的价值观相一致。本文采用建构主义比较分析的方法来解决四个研究问题。首先，高层领导如何描述和理解学校治理体系和学校专员如何授权他们发展学校社区，使其成为我们这个时代公平和和平的社会创新者?第二，他们如何描述和理解导师和/或倡导者在支持他们通过治理系统的过程中所扮演的角色?第三，在我们这个时代，他们认为需要多大程度的文化变革来赋予他们在学校社区的权力，赋予年轻的社会创新者权力，以实现公平和和平的更新?最后，如何将这些发现理论化，以在国际比较分析框架内通过影响战略产生从知识到行动的理论?五个国际案例中的每一个都收集了多达15名主管或有色人种多学院信托机构首席执行官的叙事传记。在北爱尔兰的案例中，选择了八个按宗教划分的关键变革动因，作为其他五个案例研究中的治理结构的对等物。参与这五个案例研究的高层领导总数为40人。每位作者都通过Gross(2014)的《湍流理论》和《类型学》阅读了他们的发现，对变革的关键推动者在治理体系之间进行调解时需要应对的挑战的水平和影响进行了分类。Gross (2014, p. 248)湍流理论被用作隐喻，并指出“湍流可以被描述为很少或没有运动的“光”。“中等”，波浪非常明显。“严重”，有强烈的阵风，威胁到飞机的控制。“极端”的力量如此之大，以至于失去控制，导致飞船结构损坏。本章确定了通过湍流理论解读的研究结果，以揭示教育治理体系的现状及其对赋予世界公民充分自由地参与社会互动和不同群体之间合作的影响。作者的章节在丹麦的欧洲教育研究年会的两个大型研讨会(Taysum et al.， 2017)上进行了比较分析，由编辑进一步发展并致力于同行评审。
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Pub Date : 2018-12-03DOI: 10.1108/978-1-78754-675-220181010
Freddy James, J. George
Abstract This chapter reports on research work which was a component of an independent review of the primary school curriculum renewal exercise that was commissioned by the Ministry of Education in Trinidad and Tobago and executed during 2012–2013. It examines how agencies functioned to engender educational change through education governance systems in the process of revising the curriculum. Turbulence Theory (Gross, 2014) was the tool used to explore the interactions among agencies. The research shows that turbulence occurred at various stages and that the outcome of interactions among the agencies that were in pursuit of educational change and equity was largely dependent on the extent of the turbulence and how it was managed. For example, the local Curriculum Planning Team (CPT) was able to learn from external consultants while firmly maintaining that they were the ones who had a deep understanding of the local context and should therefore have a major say in what was included in the curriculum. However, the CPT could do little to offset the severe turbulence caused when the political directorate mandated that there should be full-scale implementation of the revised curriculum without the benefit of a pilot. The role of socio-political contextual factors in the curriculum development process is highlighted.
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