Pub Date : 2023-12-01DOI: 10.1080/00220620.2023.2288563
Coralie Properjohn, Rebekah Grace, Corrinne T. Sullivan
Australia first documented national goals for primary and secondary education in 1989 with the Hobart Declaration on Schooling. Since then, Australia’s goals for the education of children have been...
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Pub Date : 2023-10-30DOI: 10.1080/00220620.2023.2275126
Anna D. Beck
{"title":"Translating teachers as leaders of educational change: briefcases, biscuits, and teacher participation in policymaking","authors":"Anna D. Beck","doi":"10.1080/00220620.2023.2275126","DOIUrl":"https://doi.org/10.1080/00220620.2023.2275126","url":null,"abstract":"","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136104704","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 : 2023-10-30DOI: 10.1080/00220620.2023.2272931
Ruth Jensen, Ann Elisabeth Gunnulfsen
{"title":"Policy work in educational leadership courses: university teachers’ interpretations, translations and engagements","authors":"Ruth Jensen, Ann Elisabeth Gunnulfsen","doi":"10.1080/00220620.2023.2272931","DOIUrl":"https://doi.org/10.1080/00220620.2023.2272931","url":null,"abstract":"","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"40 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136103662","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 : 2023-10-21DOI: 10.1080/00220620.2023.2272952
James Wright
ABSTRACTThis article contextualises the crisis in Black education and the death of a 100-year-old Black educational system resulting from an unintended consequence of Brown: the excavation of thousands of highly educated and skilled Black educators. This theoretical article advances the literature on Brown using two critical race theory (CRT) tenets, the permanence of racism and interest convergence, to discursively trace the regression of Black education. This article illustrates the myriad ways interest convergence and the permanence of racism contribute to crises in Black educational systems and the death of a 100-year-old Black educational system. A limitation of CRT in education is the homogenous treatment of Black people despite their variations and conditions. Additionally, analysing connections between Brown, ESEA, and NCLB needs further examination. Finally, I advance that Black resistance to the permanence of racism in the US had global interest convergence implications and aligned with decolonial and independence movements.KEYWORDS: Brown v. Board of EducationtakeoversCRTthe permanence of racisminterest convergenceeducational policyBlack education Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsJames WrightJames Wright, assistant professor in the Department of Educational Leadership at San Diego State University. As of Fall 2023, James is part of the School of Education at the University of California at Berkeley’s 21st Century California School Leadership Academy (21CSLA). His research critically analyses how race and culture shape educational policy and practice. Specifically, he examines how historically racialised inequities have informed contemporary educational practices and become school norms.
{"title":"Racist norms until interests converge: a long tradition of egregious educational policy patterns and global implications","authors":"James Wright","doi":"10.1080/00220620.2023.2272952","DOIUrl":"https://doi.org/10.1080/00220620.2023.2272952","url":null,"abstract":"ABSTRACTThis article contextualises the crisis in Black education and the death of a 100-year-old Black educational system resulting from an unintended consequence of Brown: the excavation of thousands of highly educated and skilled Black educators. This theoretical article advances the literature on Brown using two critical race theory (CRT) tenets, the permanence of racism and interest convergence, to discursively trace the regression of Black education. This article illustrates the myriad ways interest convergence and the permanence of racism contribute to crises in Black educational systems and the death of a 100-year-old Black educational system. A limitation of CRT in education is the homogenous treatment of Black people despite their variations and conditions. Additionally, analysing connections between Brown, ESEA, and NCLB needs further examination. Finally, I advance that Black resistance to the permanence of racism in the US had global interest convergence implications and aligned with decolonial and independence movements.KEYWORDS: Brown v. Board of EducationtakeoversCRTthe permanence of racisminterest convergenceeducational policyBlack education Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsJames WrightJames Wright, assistant professor in the Department of Educational Leadership at San Diego State University. As of Fall 2023, James is part of the School of Education at the University of California at Berkeley’s 21st Century California School Leadership Academy (21CSLA). His research critically analyses how race and culture shape educational policy and practice. Specifically, he examines how historically racialised inequities have informed contemporary educational practices and become school norms.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135511096","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 : 2023-10-11DOI: 10.1080/00220620.2023.2264201
Belinda C. Hughes
The multi-academy trust (MAT) is rooted in the restructuring of schools in England through the process of academisation. MATs are independent, non-fee-paying education providers comparable to Swedish free schools and US charter Schools. Using Foucauldian thinking on geneaology I follow the emergence of the MAT. To do this, I trace the intersections and convergence of discourses and legislation which enabled the MAT to emerge. I analyse ethnographic data from a yearlong study of the Lawrence Trust which investigated the leadership praxis of the CEO. I argue disruptions and discontinuities in policy contribute to the advent of the MAT, though its history is non-linear. MATs are formed from a convergence of policy entanglements, an imbrication of discourses requiring new ways of leading. This article highlights the reorganisation of schooling through the existence of a MAT signified by the disintermediation of the local (regional) authority, and the decline of public education embodied in the corporatised leadership practices of the CEO.
{"title":"Writing a genealogical ethnography of a multi-academy trust","authors":"Belinda C. Hughes","doi":"10.1080/00220620.2023.2264201","DOIUrl":"https://doi.org/10.1080/00220620.2023.2264201","url":null,"abstract":"The multi-academy trust (MAT) is rooted in the restructuring of schools in England through the process of academisation. MATs are independent, non-fee-paying education providers comparable to Swedish free schools and US charter Schools. Using Foucauldian thinking on geneaology I follow the emergence of the MAT. To do this, I trace the intersections and convergence of discourses and legislation which enabled the MAT to emerge. I analyse ethnographic data from a yearlong study of the Lawrence Trust which investigated the leadership praxis of the CEO. I argue disruptions and discontinuities in policy contribute to the advent of the MAT, though its history is non-linear. MATs are formed from a convergence of policy entanglements, an imbrication of discourses requiring new ways of leading. This article highlights the reorganisation of schooling through the existence of a MAT signified by the disintermediation of the local (regional) authority, and the decline of public education embodied in the corporatised leadership practices of the CEO.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136209672","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 : 2023-10-05DOI: 10.1080/00220620.2023.2259196
Amanda Heffernan, Jane Wilkinson, Fiona Longmuir
Published in Journal of Educational Administration and History (Vol. 55, No. 4, 2023)
发表于《教育管理与历史》(第55卷第4期，2023年)
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Pub Date : 2023-09-27DOI: 10.1080/00220620.2023.2258357
Annelies Kamp
This article takes up an ANTian sensibility to explore the enactment of a policy for educational collaboration in one region in the South Island of Aotearoa New Zealand (New Zealand). The case offers potential for considering the benefits of a sociology of associations (Latour 2005/2007): a Treaty-based bicultural nation, school atomisation consequential to a decades-long ‘system’ of self-managing schools, and geological actors in the form of damaging earthquakes in 2010 and 2011. The article considers the introduction of voluntary Kāhui Ako | Communities of Learning as a policy initiative intended to address achievement and equity concerns by providing support for collaboration. While the policy as articulated focuses on the aspirations and abilities of human actors in leadership roles, I take up ideas around actants, symmetry, alliance and translation to foreground other actors – both present and long absent – involved in myriad processes of policy enactment.
本文以一种ANTian的感性来探讨新西兰南岛某地区教育合作政策的制定。这个案例提供了考虑社团社会学的好处的可能性(Latour 2005/2007):一个以条约为基础的双文化国家，一个长达数十年的自我管理学校的“系统”所导致的学校原子化，以及2010年和2011年破坏性地震形式的地质因素。本文认为引入自愿性Kāhui Ako |学习社区是一项政策倡议，旨在通过为合作提供支持来解决成就和公平问题。虽然政策所阐述的重点是人类行动者在领导角色中的愿望和能力，但我采用了有关行动者、对称、联盟和翻译的想法，以突出参与政策制定无数过程的其他行动者——无论是现在的还是长期缺席的。
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Pub Date : 2023-09-26DOI: 10.1080/00220620.2023.2259814
Ida Martinez Lunde
This article explores how responses to a generic skills framework are materialised in Irish schools, and the main aim is to shed light on multiple dimensions of policy enactment. The Key Skills Framework (KSF) was introduced as part of a curricular reform in Irish lower secondary schools – a reform that has met substantial resistance locally and nationally. This study investigated local responses to the KSF specifically by interrogating its particular materialisations in practice through Actor-Network Theory (‘spaces of prescription’ and ‘spaces of negotiation’). The findings indicate that there is an inherent multiplicity to the KSF that nevertheless suggests it has been reduced to represent national traditions of behaviour monitoring and disciplinary routines, rather than intentions of enhancing thinking, learning and living more commonly found in generic skills frameworks. These findings are coupled with discussions of the nature of governing actors in Irish education, including the presence of (new) private vendors.
{"title":"From generic skills to behaviour monitoring: exploring materialisations of the key skills framework in public–private relationships","authors":"Ida Martinez Lunde","doi":"10.1080/00220620.2023.2259814","DOIUrl":"https://doi.org/10.1080/00220620.2023.2259814","url":null,"abstract":"This article explores how responses to a generic skills framework are materialised in Irish schools, and the main aim is to shed light on multiple dimensions of policy enactment. The Key Skills Framework (KSF) was introduced as part of a curricular reform in Irish lower secondary schools – a reform that has met substantial resistance locally and nationally. This study investigated local responses to the KSF specifically by interrogating its particular materialisations in practice through Actor-Network Theory (‘spaces of prescription’ and ‘spaces of negotiation’). The findings indicate that there is an inherent multiplicity to the KSF that nevertheless suggests it has been reduced to represent national traditions of behaviour monitoring and disciplinary routines, rather than intentions of enhancing thinking, learning and living more commonly found in generic skills frameworks. These findings are coupled with discussions of the nature of governing actors in Irish education, including the presence of (new) private vendors.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134961020","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 : 2023-09-21DOI: 10.1080/00220620.2023.2259813
Jill Koyama
ABSTRACTThe Arizona state legislature has aimed to pass a series of bills banning those in schools from teaching topics associated with inclusion, social justice, and equity. Since 2020, the legislature has targeted teaching ‘critical race theory’ (CRT), often (mis)using the term to refer to any ideas related to systemic discrimination and racial inequality. The debates on the need to educate children about race and racism are ongoing, and school leaders in Arizona have been cast into the debate on the CRT bans. In this study, I put actor–network theory (ANT) to work to explore how school leaders navigate the uncertainties, contradictions, and controversies of the debate and potential bans. I demonstrate the ways in which ANT is particularly useful in exploring controversies in education leadership and policy that bring to the fore the uncertainties of who is acting, when, with what and whom – for what purposes.KEYWORDS: Actor–network theory (ANT)critical race theory (CRT)school principalspolicy AcknowledgementsI thank the principal participants highlighted in this piece and the other school leaders who are participating in the larger ethnography from which this paper emerged. Theirs is a difficult and important job, even in less politically volatile times, and I appreciate their courage to share their experiences.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsJill KoyamaJill Koyama, a cultural anthropologist, serves as vice dean and professor of the Division of Educational Leadership and Innovation in Arizona State University's Mary Lou Fulton Teachers College. Her research is situated across several integrated strands of inquiry: the productive social assemblage of policy; the controversies of globalizing educational policy; the politics of immigrant and refugee education; and community organizing and activism.
{"title":"The bans on teaching CRT and other ‘divisive concepts’ in America’s public schools","authors":"Jill Koyama","doi":"10.1080/00220620.2023.2259813","DOIUrl":"https://doi.org/10.1080/00220620.2023.2259813","url":null,"abstract":"ABSTRACTThe Arizona state legislature has aimed to pass a series of bills banning those in schools from teaching topics associated with inclusion, social justice, and equity. Since 2020, the legislature has targeted teaching ‘critical race theory’ (CRT), often (mis)using the term to refer to any ideas related to systemic discrimination and racial inequality. The debates on the need to educate children about race and racism are ongoing, and school leaders in Arizona have been cast into the debate on the CRT bans. In this study, I put actor–network theory (ANT) to work to explore how school leaders navigate the uncertainties, contradictions, and controversies of the debate and potential bans. I demonstrate the ways in which ANT is particularly useful in exploring controversies in education leadership and policy that bring to the fore the uncertainties of who is acting, when, with what and whom – for what purposes.KEYWORDS: Actor–network theory (ANT)critical race theory (CRT)school principalspolicy AcknowledgementsI thank the principal participants highlighted in this piece and the other school leaders who are participating in the larger ethnography from which this paper emerged. Theirs is a difficult and important job, even in less politically volatile times, and I appreciate their courage to share their experiences.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsJill KoyamaJill Koyama, a cultural anthropologist, serves as vice dean and professor of the Division of Educational Leadership and Innovation in Arizona State University's Mary Lou Fulton Teachers College. Her research is situated across several integrated strands of inquiry: the productive social assemblage of policy; the controversies of globalizing educational policy; the politics of immigrant and refugee education; and community organizing and activism.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136135864","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 : 2023-09-19DOI: 10.1080/00220620.2023.2258827
Ruth Unsworth
In this paper, I argue that power promised to England’s teachers by the 2010 ‘Importance of Teaching’ white paper has rather played out as a reformulation of methods of policymaking to more indirect modes of government control. I trace the growth of government control in English schools, promised front-line power in 2010 and a rise in non-statutory guidance after this point. Taking an actor–network theory approach to ethnographic data I then describe how a school takes up one such non-statutory educational initiative – ‘Maths Mastery’. Focusing on early stages of the school’s adoption of the initiative, I trace associations of actors which problematize existing practices for the teaching of maths and how the initiative is imbued with authority in relation to these. I argue that the ways in which certain actors – statutory education policy and government funding – associate with the ‘optional’ initiative reveals a ‘back door’ control of teacher agency.
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