Pablo Delgado-Galindo, J. Torres-Gordillo, Javier Rodríguez-Santero
When studying an educational system, the relationship between school and parents is one of its most important components. The literature shows that highly effective schools demonstrate good parent–teacher relationships, while schools with low effectiveness are generally characterised by a lack of good parent–school linkage. The purpose of the research carried out in this article was to identify the differences between parent–school relationships in highly effective and less effective primary schools in the autonomous community of Andalusia. Twenty-five interviews with members of management teams from both types of schools were analysed in order to understand the existing school reality. The results obtained show that parental involvement, parent–school communication, the perceived needs of the parents, the parent–teacher association, the relationships with entities of the educational community and parental complaints about the school are all factors that contribute to differentiate parent–school relationships between highly effective schools and schools with low effectiveness. The conclusions reached reveal that highly effective school management teams perceive greater involvement of parents and better parent–teacher association functioning. However, the people in the schools with low effectiveness highlight the complaints they receive from parents and the needs they present.
{"title":"Parent–school-community relationship: a comparative study of highly effective schools and schools with low effectiveness in Andalusia","authors":"Pablo Delgado-Galindo, J. Torres-Gordillo, Javier Rodríguez-Santero","doi":"10.14324/lre.22.1.05","DOIUrl":"https://doi.org/10.14324/lre.22.1.05","url":null,"abstract":"\u0000When studying an educational system, the relationship between school and parents is one of its most important components. The literature shows that highly effective schools demonstrate good parent–teacher relationships, while schools with low effectiveness are generally characterised by a lack of good parent–school linkage. The purpose of the research carried out in this article was to identify the differences between parent–school relationships in highly effective and less effective primary schools in the autonomous community of Andalusia. Twenty-five interviews with members of management teams from both types of schools were analysed in order to understand the existing school reality. The results obtained show that parental involvement, parent–school communication, the perceived needs of the parents, the parent–teacher association, the relationships with entities of the educational community and parental complaints about the school are all factors that contribute to differentiate parent–school relationships between highly effective schools and schools with low effectiveness. The conclusions reached reveal that highly effective school management teams perceive greater involvement of parents and better parent–teacher association functioning. However, the people in the schools with low effectiveness highlight the complaints they receive from parents and the needs they present.\u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140417173","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}
The need for better education through science is not a new idea in Aotearoa New Zealand. Through several curriculum changes, teachers have not been well supported by the Ministry of Education in how to implement these changes. In addition, since 2020, all classroom teachers are required to demonstrate how they are culturally responsive in their teaching practice, and what they are doing to be more culturally responsive year-on-year. Fortunately, a resource written by Māori teachers for teachers was launched in 2020 to help support teachers in being more culturally responsive. This article reports on how teachers are being supported to be more culturally responsive teachers by weaving together mainstream curriculum science and Mātauranga Māori (Indigenous traditional knowledge). It argues how mainstream curriculum and Mātauranga Māori can be partnered using a pūrākau (cultural narrative) in meaningful classroom practice. It concludes by showing how both mainstream and Māori pedagogies can work together to support all students’ learning and cultural competence.
{"title":"Culturally responsive teaching through primary science in Aotearoa New Zealand","authors":"Steven S. Sexton","doi":"10.14324/lre.22.1.04","DOIUrl":"https://doi.org/10.14324/lre.22.1.04","url":null,"abstract":"\u0000The need for better education through science is not a new idea in Aotearoa New Zealand. Through several curriculum changes, teachers have not been well supported by the Ministry of Education in how to implement these changes. In addition, since 2020, all classroom teachers are required to demonstrate how they are culturally responsive in their teaching practice, and what they are doing to be more culturally responsive year-on-year. Fortunately, a resource written by Māori teachers for teachers was launched in 2020 to help support teachers in being more culturally responsive. This article reports on how teachers are being supported to be more culturally responsive teachers by weaving together mainstream curriculum science and Mātauranga Māori (Indigenous traditional knowledge). It argues how mainstream curriculum and Mātauranga Māori can be partnered using a pūrākau (cultural narrative) in meaningful classroom practice. It concludes by showing how both mainstream and Māori pedagogies can work together to support all students’ learning and cultural competence. \u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140445096","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}
Marta García-Jiménez, María Fernández Cabezas, Purificación Pérez-García
A systematic review is presented using the PRISMA protocol in order to analyse the link between teaching methodology and learning strategies in initial teacher training at the university level. The key descriptors were initial teacher training, learning strategies and teaching methodologies at the university level. The results yielded 13 articles from different countries between 2000 and 2021, which employed mixed research designs. It is suggested that methodologies are being implemented at the university level, while learning strategies could be linked to student motivation. Moreover, the relationship between methodologies and learning strategies in the university context promotes meaningful learning.
{"title":"Learning strategies in initial teacher training: a systematic review","authors":"Marta García-Jiménez, María Fernández Cabezas, Purificación Pérez-García","doi":"10.14324/lre.22.1.03","DOIUrl":"https://doi.org/10.14324/lre.22.1.03","url":null,"abstract":"\u0000A systematic review is presented using the PRISMA protocol in order to analyse the link between teaching methodology and learning strategies in initial teacher training at the university level. The key descriptors were initial teacher training, learning strategies and teaching methodologies at the university level. The results yielded 13 articles from different countries between 2000 and 2021, which employed mixed research designs. It is suggested that methodologies are being implemented at the university level, while learning strategies could be linked to student motivation. Moreover, the relationship between methodologies and learning strategies in the university context promotes meaningful learning.\u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140457331","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}
The PhD students in this study create a sense of being at home as part of their own way of being themselves. Their programme requires and allows considerable autonomy in how they choose to be with the people around them. Different to common expectations of the ‘international student’, their nationality and its ‘culture’ being apart from the ‘culture’ they find is not the major factor. Instead they draw resources from their personal cultural trajectories within which their lives in Britain form another stage in a lifelong journey of identity construction. They do not ‘assimilate’ in the expected sense. Their friends are not mainly ‘British’. Their brought multilingualism is characteristic of a natural hybridity that prepares them to be different selves in diverse social locations and with people of diverse origin on and off campus through an ongoing negotiation process of small culture formation on the go.
{"title":"Defying grand narratives of ‘being an international student’: finding ‘home’ in the Other","authors":"Yasmine Sadoudi, A. Holliday","doi":"10.14324/lre.21.1.18","DOIUrl":"https://doi.org/10.14324/lre.21.1.18","url":null,"abstract":"The PhD students in this study create a sense of being at home as part of their own way of being themselves. Their programme requires and allows considerable autonomy in how they choose to be with the people around them. Different to common expectations of the ‘international student’, their nationality and its ‘culture’ being apart from the ‘culture’ they find is not the major factor. Instead they draw resources from their personal cultural trajectories within which their lives in Britain form another stage in a lifelong journey of identity construction. They do not ‘assimilate’ in the expected sense. Their friends are not mainly ‘British’. Their brought multilingualism is characteristic of a natural hybridity that prepares them to be different selves in diverse social locations and with people of diverse origin on and off campus through an ongoing negotiation process of small culture formation on the go.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46454834","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}
Community-based learning and teaching in higher education, and other versions of it, such as service learning, are now part of many curricula worldwide. In the UK, there is a growing community of practitioners interested in student learning in partnership with local communities. With this expansion, however, there is little institution-based research which ‘looks within’, in terms of shared understanding and supporting this type of experiential learning ‘at scale’. Within the context of increasing interdisciplinary interest by those developing curricula beyond the traditional home of engaged research and teaching (for example, in urban studies and sociology), we undertook an institution-wide study to discover the shared understandings of community-based learning and teaching, including the potential barriers to, and opportunities for, community-based learning and teaching approaches. In this article, we share insights from a series of 20 university stakeholder interviews, which involved academic teachers, engagement professionals and those supporting learning and teaching. We used a ‘students-as-partners’ approach, where students interested in community-based learning took the leading role in the qualitative study. Our findings reveal the values and expectations, formal learning benefits and infrastructural considerations to implement this type of learning as part of future-facing curricula. We also provide recommendations for universities seeking to develop their own approaches towards facilitating community-based learning and teaching.
{"title":"Making community-based learning and teaching happen: findings from an institutional study","authors":"Rehan Shah, Anne Preston, E. Dimova","doi":"10.14324/lre.21.1.17","DOIUrl":"https://doi.org/10.14324/lre.21.1.17","url":null,"abstract":"Community-based learning and teaching in higher education, and other versions of it, such as service learning, are now part of many curricula worldwide. In the UK, there is a growing community of practitioners interested in student learning in partnership with local communities. With this expansion, however, there is little institution-based research which ‘looks within’, in terms of shared understanding and supporting this type of experiential learning ‘at scale’. Within the context of increasing interdisciplinary interest by those developing curricula beyond the traditional home of engaged research and teaching (for example, in urban studies and sociology), we undertook an institution-wide study to discover the shared understandings of community-based learning and teaching, including the potential barriers to, and opportunities for, community-based learning and teaching approaches. In this article, we share insights from a series of 20 university stakeholder interviews, which involved academic teachers, engagement professionals and those supporting learning and teaching. We used a ‘students-as-partners’ approach, where students interested in community-based learning took the leading role in the qualitative study. Our findings reveal the values and expectations, formal learning benefits and infrastructural considerations to implement this type of learning as part of future-facing curricula. We also provide recommendations for universities seeking to develop their own approaches towards facilitating community-based learning and teaching.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45222732","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}
International branch campuses (IBCs) are becoming an alternative to domestic higher education institutions. Through interviews with Chinese undergraduates at a British IBC in China, this article examines the choice of a British IBC, using a combined model as the conceptual framework. It finds that the factors both affecting college choice and impacting study abroad influence the choice to study at an IBC, because of the nature of IBCs as foreign presences in the host countries. Academic achievement and supply of resources are necessary but not sufficient conditions for the choice of IBC. Further, students choose IBCs over other universities with similar entry requirements because of their capital and habitus, represented by their socio-economic status. Both students and their parents hope to leverage their accumulated cultural capital to reproduce their cultural capital, or to convert their existing economic capital into cultural capital. Moreover, social capital affects the choice to study at an IBC, and its impacts depend on the volume, strength and quality of the social network. Parents are the most influential persons, impacting the choice of IBC with their capital. Last, institutional characteristics, particularly as a gateway to studying abroad, attract students to study at IBCs.
{"title":"Choice of international branch campus: a case study","authors":"Hongqing Yang","doi":"10.14324/lre.21.1.16","DOIUrl":"https://doi.org/10.14324/lre.21.1.16","url":null,"abstract":"International branch campuses (IBCs) are becoming an alternative to domestic higher education institutions. Through interviews with Chinese undergraduates at a British IBC in China, this article examines the choice of a British IBC, using a combined model as the conceptual framework. It finds that the factors both affecting college choice and impacting study abroad influence the choice to study at an IBC, because of the nature of IBCs as foreign presences in the host countries. Academic achievement and supply of resources are necessary but not sufficient conditions for the choice of IBC. Further, students choose IBCs over other universities with similar entry requirements because of their capital and habitus, represented by their socio-economic status. Both students and their parents hope to leverage their accumulated cultural capital to reproduce their cultural capital, or to convert their existing economic capital into cultural capital. Moreover, social capital affects the choice to study at an IBC, and its impacts depend on the volume, strength and quality of the social network. Parents are the most influential persons, impacting the choice of IBC with their capital. Last, institutional characteristics, particularly as a gateway to studying abroad, attract students to study at IBCs.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43780736","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}
The dominant analytical and programmatic frameworks used when writing about conflict-affected contexts such as Libya in Global Northern academia belong to the interdisciplinary field of peace and conflict studies (PACS). Within this, education is increasingly gaining attention as a tool for building peace and developing social justice. This article is a cautious conceptual exploration of how pragmatism might be a timely intervention in the fields of PACS and peacebuilding education. In particular, the article takes a deeper look at the American philosopher John Dewey’s pragmatist approach to politics and education, and his conceptualisations of a context-specific ‘public’, teachers and enquiry for peaceful and democratic living. Throughout, I argue that a pragmatist philosophy is a worthwhile pedagogical project in a challenging context such as Libya, as it is an internal and ground-up discourse, compared to the often externally initiated and top-down discourses of peacebuilding. I speak as an adjacent and connected critic, because I am both a Libyan and a German researching a problem in my country to which I hope to find possible solutions by engaging with discourses and practices in an academic institution in the Global North.
{"title":"Libyan teachers as transitionalist pragmatists: conceptualising a path out of the peacebuilding narrative in conflict-affected contexts","authors":"Reem Ben Giaber","doi":"10.14324/lre.21.1.15","DOIUrl":"https://doi.org/10.14324/lre.21.1.15","url":null,"abstract":"The dominant analytical and programmatic frameworks used when writing about conflict-affected contexts such as Libya in Global Northern academia belong to the interdisciplinary field of peace and conflict studies (PACS). Within this, education is increasingly gaining attention as a tool for building peace and developing social justice. This article is a cautious conceptual exploration of how pragmatism might be a timely intervention in the fields of PACS and peacebuilding education. In particular, the article takes a deeper look at the American philosopher John Dewey’s pragmatist approach to politics and education, and his conceptualisations of a context-specific ‘public’, teachers and enquiry for peaceful and democratic living. Throughout, I argue that a pragmatist philosophy is a worthwhile pedagogical project in a challenging context such as Libya, as it is an internal and ground-up discourse, compared to the often externally initiated and top-down discourses of peacebuilding. I speak as an adjacent and connected critic, because I am both a Libyan and a German researching a problem in my country to which I hope to find possible solutions by engaging with discourses and practices in an academic institution in the Global North.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45036135","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}
This research was prompted by a perceived lack of meaningful interaction between home and international students in one UK university that has a long history of internationalisation. The study sits within an interpretative paradigm, and it explores the perceptions and experiences of academics and home students. Five focus groups were held with undergraduate home students, and 19 interviews were carried out with academics, 10 interviews with home students and 2 with recent graduates. Home students report feeling that international students have a group identity from which they are excluded. This sense of exclusion and their perceptions of being marginalised in comparison to their international peers appear to lie at the heart of a lack of mixing on campus. These findings imply that academics and institutions can only bring about meaningful intercultural interaction when the different groups of students come to realise that they have shared goals and equal status, with a learning environment that embraces who they are and who they are becoming.
{"title":"The internationalisation process: an opportunity for meaningful intercultural interaction or segregation in one UK university?","authors":"Suzanne Corazzi","doi":"10.14324/lre.21.1.14","DOIUrl":"https://doi.org/10.14324/lre.21.1.14","url":null,"abstract":"This research was prompted by a perceived lack of meaningful interaction between home and international students in one UK university that has a long history of internationalisation. The study sits within an interpretative paradigm, and it explores the perceptions and experiences of academics and home students. Five focus groups were held with undergraduate home students, and 19 interviews were carried out with academics, 10 interviews with home students and 2 with recent graduates. Home students report feeling that international students have a group identity from which they are excluded. This sense of exclusion and their perceptions of being marginalised in comparison to their international peers appear to lie at the heart of a lack of mixing on campus. These findings imply that academics and institutions can only bring about meaningful intercultural interaction when the different groups of students come to realise that they have shared goals and equal status, with a learning environment that embraces who they are and who they are becoming.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45479468","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}
Finnish education has received worldwide attention due to the country’s performances in the Programme for International Student Assessment (PISA). Research investigating Finland’s positive outcomes in the assessment has highlighted not only the strength of teachers, but also the rigour of Finnish teacher education. Finnish student teachers must undertake research-based teacher education culminating in a master’s degree. The study of educational science, underpinned by empirical research, creates teacher-researchers. A Nordic/Continental view of educational governance allows for input control in terms of a national core curriculum in Finland, without surveillance of outcomes. The structure of the Finnish education system, characterised by decentralisation and the national core curriculum, entrusts teachers to make their own pedagogical decisions. This leads to autonomous and agentic teachers in terms of decision-making on the classroom, school, and professional levels, both individually and collectively. Finnish education, underpinned by social democratic values, views education as an agent of social change. Therefore, teachers enact social transformation through the agency enabled by research-informed teacher education. Finland’s political consensus regarding education and societal trust in teachers further reinforces teacher autonomy and agency. This article argues that the rigorous research focus of Finnish teacher education cultivates autonomous and agentic teachers.
{"title":"Research-informed teacher education, teacher autonomy and teacher agency: the example of Finland","authors":"Jennifer Chung","doi":"10.14324/lre.21.1.13","DOIUrl":"https://doi.org/10.14324/lre.21.1.13","url":null,"abstract":"Finnish education has received worldwide attention due to the country’s performances in the Programme for International Student Assessment (PISA). Research investigating Finland’s positive outcomes in the assessment has highlighted not only the strength of teachers, but also the rigour of Finnish teacher education. Finnish student teachers must undertake research-based teacher education culminating in a master’s degree. The study of educational science, underpinned by empirical research, creates teacher-researchers. A Nordic/Continental view of educational governance allows for input control in terms of a national core curriculum in Finland, without surveillance of outcomes. The structure of the Finnish education system, characterised by decentralisation and the national core curriculum, entrusts teachers to make their own pedagogical decisions. This leads to autonomous and agentic teachers in terms of decision-making on the classroom, school, and professional levels, both individually and collectively. Finnish education, underpinned by social democratic values, views education as an agent of social change. Therefore, teachers enact social transformation through the agency enabled by research-informed teacher education. Finland’s political consensus regarding education and societal trust in teachers further reinforces teacher autonomy and agency. This article argues that the rigorous research focus of Finnish teacher education cultivates autonomous and agentic teachers.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42321333","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}
Academic entrepreneurial behaviours are increasingly a research field paralleling processes of capitalist commodification. We mobilise Baudrillard’s concepts to probe a school’s strategic communication methods symbolising class neoliberalism, which aspirational parents may experience as a desired habitus of ‘distinction’. We suggest their knowledge of class and education, once imported into the interpretation of this school’s web presence, will coalesce with its simulacra of elite education. Our account encourages comparisons with selective school websites and utilises the qualitative data on the public site of this school, a methodological approach that has been fruitfully utilised by scholars uncovering the ideological representations created by providers who market UK higher education. The intervention into the marketplace of the selective fee-paying English education of Independent Grammar School: Durham (IGSD) through such a penumbra of symbolic meaning forms part of its pursuit of a competitive edge. International studies of schools chasing prestige and consumer desire confirm that the policies and practices described have become widespread, as shown in the oeuvre of Stephen Ball, whose writings inform the approach of this article. The marketing of the ‘brand’ identified through our theoretically driven analysis may encourage consumers to opt out of the state sector. Neoliberal-class markers of prestige contribute to the erosion of welfare-oriented school ideals in England, and in other nations.
{"title":"The prestige economy of elite education: a Baudrillardian analysis of an aspirational English school","authors":"C. Holligan, Qasir Shah","doi":"10.14324/lre.21.1.10","DOIUrl":"https://doi.org/10.14324/lre.21.1.10","url":null,"abstract":"Academic entrepreneurial behaviours are increasingly a research field paralleling processes of capitalist commodification. We mobilise Baudrillard’s concepts to probe a school’s strategic communication methods symbolising class neoliberalism, which aspirational parents may experience as a desired habitus of ‘distinction’. We suggest their knowledge of class and education, once imported into the interpretation of this school’s web presence, will coalesce with its simulacra of elite education. Our account encourages comparisons with selective school websites and utilises the qualitative data on the public site of this school, a methodological approach that has been fruitfully utilised by scholars uncovering the ideological representations created by providers who market UK higher education. The intervention into the marketplace of the selective fee-paying English education of Independent Grammar School: Durham (IGSD) through such a penumbra of symbolic meaning forms part of its pursuit of a competitive edge. International studies of schools chasing prestige and consumer desire confirm that the policies and practices described have become widespread, as shown in the oeuvre of Stephen Ball, whose writings inform the approach of this article. The marketing of the ‘brand’ identified through our theoretically driven analysis may encourage consumers to opt out of the state sector. Neoliberal-class markers of prestige contribute to the erosion of welfare-oriented school ideals in England, and in other nations.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44960215","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}
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