Pub Date : 2017-03-27DOI: 10.1163/27730840-04901005
D. Torrance, C. Forde
Leadership has been identified in contemporary policy as a critical factor in taking forward school improvement and enhancing outcomes for pupils (Pontz, Nusche and Moorman, 2008) in many educational systems including Scottish education. A second policy driver in Scottish education currently is focused on ‘closing the gap’ (Scottish Government, 2016) between the attainment of pupils from advantaged and disadvantaged backgrounds and this is measured largely in terms of assessment outcomes and post school destinations. However, there is a danger that such drivers become reductive and as a result the focus narrows to attainment statistics, causing social factors which militate against pupil achievement to be overlooked. In a context where school populations are becoming more diverse there is a question then about how headteachers maintain a more critical focus on the attainment and achievement of these diverse groups of learners. This article explores the concept of ‘social justice leadership’ which has emerged in the literature in recent years to characterise the work of school leaders looking to enhance the learning outcomes for all learners in a school. The article draws from the case studies conducted in Scotland as part of the International School Leadership Development Network (ISLDN) research project on social justice leadership to explore this concept in a Scottish setting. As part of this study a framework was generated to track three levels of educational decision-making was generated encompassing the macro, meso and micro levels. This article uses the ISLDN framework to explore some of the enabling factors for headteachers in their practice as social justice leaders and some of the hindering factors that they grapple with.
{"title":"Social Justice Leadership in Scottish Education","authors":"D. Torrance, C. Forde","doi":"10.1163/27730840-04901005","DOIUrl":"https://doi.org/10.1163/27730840-04901005","url":null,"abstract":"Leadership has been identified in contemporary policy as a critical factor in taking forward school improvement and enhancing outcomes for pupils (Pontz, Nusche and Moorman, 2008) in many educational systems including Scottish education. A second policy driver in Scottish education currently is focused on ‘closing the gap’ (Scottish Government, 2016) between the attainment of pupils from advantaged and disadvantaged backgrounds and this is measured largely in terms of assessment outcomes and post school destinations. However, there is a danger that such drivers become reductive and as a result the focus narrows to attainment statistics, causing social factors which militate against pupil achievement to be overlooked. In a context where school populations are becoming more diverse there is a question then about how headteachers maintain a more critical focus on the attainment and achievement of these diverse groups of learners. This article explores the concept of ‘social justice leadership’ which has emerged in the literature in recent years to characterise the work of school leaders looking to enhance the learning outcomes for all learners in a school. The article draws from the case studies conducted in Scotland as part of the International School Leadership Development Network (ISLDN) research project on social justice leadership to explore this concept in a Scottish setting. As part of this study a framework was generated to track three levels of educational decision-making was generated encompassing the macro, meso and micro levels. This article uses the ISLDN framework to explore some of the enabling factors for headteachers in their practice as social justice leaders and some of the hindering factors that they grapple with.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42827675","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 : 2017-03-27DOI: 10.1163/27730840-04901002
R. Arshad
The majority of teachers are aware that inequalities impact on the lives of individual pupils. For others, there is also deeper awareness of how inequalities impact at community and societal levels. For those who work in areas of multiple deprivation, many are reminded on a daily basis of the ‘everydayness’ of coping or survival for their pupils and their families. However, research has also found that teacher and student teacher confidence levels on addressing equality and discrimination issues vary depending on the issue and the context. This article considers why it is important for teacher personal commitment to equality issues to be underpinned by an understanding of social justice concepts and frameworks.
{"title":"Diversity and Social Justice – Beyond Motherhood and Apple Pie","authors":"R. Arshad","doi":"10.1163/27730840-04901002","DOIUrl":"https://doi.org/10.1163/27730840-04901002","url":null,"abstract":"The majority of teachers are aware that inequalities impact on the lives of individual pupils. For others, there is also deeper awareness of how inequalities impact at community and societal levels. For those who work in areas of multiple deprivation, many are reminded on a daily basis of the ‘everydayness’ of coping or survival for their pupils and their families. However, research has also found that teacher and student teacher confidence levels on addressing equality and discrimination issues vary depending on the issue and the context. This article considers why it is important for teacher personal commitment to equality issues to be underpinned by an understanding of social justice concepts and frameworks.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46729354","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 : 2017-03-27DOI: 10.1163/27730840-04901004
Val Corry
The ‘gender gap’ in attainment is an issue in Scotland but is also an international phenomenon. In Scotland, this gap continues to be apparent as girls outperform boys in national examinations. This raises challenges for those working in schools and for policymakers in responding to this phenomenon. This article focuses on appraising critically the policy context of gender and, more specifically, attainment within Scotland from the perspective of the national education system, and from the perspective of Scotland being part of the UK, and consequently being subject to UK-wide and European legislation on equality. Attainment data is presented to set this phenomenon in a national and international context and serves to show that the gap is most significant for academically able boys, rather than all boys. The policy examined for this article suggests that the focus has been on all boys rather than considering which groups of boys and girls. In most recent policies in Scotland and the UK there appears to be a ‘gender blindness’ with gender being subsumed into inclusion and diversity. The article concludes by raising some questions for those influencing and making policy if there is to be a deeper understanding of gender, the gender gap and how this is to inform practice.
{"title":"The gender ‘gap’ in attainment: the Scottish policy perspective","authors":"Val Corry","doi":"10.1163/27730840-04901004","DOIUrl":"https://doi.org/10.1163/27730840-04901004","url":null,"abstract":"The ‘gender gap’ in attainment is an issue in Scotland but is also an international phenomenon. In Scotland, this gap continues to be apparent as girls outperform boys in national examinations. This raises challenges for those working in schools and for policymakers in responding to this phenomenon. This article focuses on appraising critically the policy context of gender and, more specifically, attainment within Scotland from the perspective of the national education system, and from the perspective of Scotland being part of the UK, and consequently being subject to UK-wide and European legislation on equality. Attainment data is presented to set this phenomenon in a national and international context and serves to show that the gap is most significant for academically able boys, rather than all boys. The policy examined for this article suggests that the focus has been on all boys rather than considering which groups of boys and girls. In most recent policies in Scotland and the UK there appears to be a ‘gender blindness’ with gender being subsumed into inclusion and diversity. The article concludes by raising some questions for those influencing and making policy if there is to be a deeper understanding of gender, the gender gap and how this is to inform practice.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43545410","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 : 2017-03-18DOI: 10.1163/27730840-04902006
A. Britton, Rachel Hunt, H. Blee
The ‘Crofting Connections’ (Ceanglaichean Croitearachd) project is described in this article as an exemplar of the prescribed ‘Scottish approach’ to Education for Sustainable Development (ESD). Drawing upon the evaluation of this project an argument is made for increased attention to such initiatives that seek to (re)connect children with issues of community, heritage, land and place. In doing so, we also call for a reconceptualization of crofting in academic discourse and in the curriculum. While crofting is a specifically Scottish phenomenon, this may be of interest to readers in other nations with similar small scale agricultural traditions.
{"title":"Joining the dots through Scottish crofting education: Rural development, crofting futures and educational opportunities.","authors":"A. Britton, Rachel Hunt, H. Blee","doi":"10.1163/27730840-04902006","DOIUrl":"https://doi.org/10.1163/27730840-04902006","url":null,"abstract":"The ‘Crofting Connections’ (Ceanglaichean Croitearachd) project is described in this article as an exemplar of the prescribed ‘Scottish approach’ to Education for Sustainable Development (ESD). Drawing upon the evaluation of this project an argument is made for increased attention to such initiatives that seek to (re)connect children with issues of community, heritage, land and place. In doing so, we also call for a reconceptualization of crofting in academic discourse and in the curriculum. While crofting is a specifically Scottish phenomenon, this may be of interest to readers in other nations with similar small scale agricultural traditions.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42319936","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 : 2017-03-18DOI: 10.1163/27730840-04902003
D. Mifsud
A central issue in system improvement is the propagation of a common sense of purpose where individual institutions can simultaneously bond with the wider system while exercising autonomy in context – hence the centrality of networks and collaboration (Hopkins 2007). The Maltese state education system responded to this concomitant move towards ‘network governance’ through the introduction of school networks (legally termed ‘colleges’), mandated by the policy document For All Children to Succeed (Ministry of Education, Youth and Employment 2005). I explore the implications of this move for the policy actors involved and the system within which this policy reception, translation and enactment unfold through a documentary analysis of the policy document FACTS, thus depicting how a relatively small state education system utilized multi-site school collaboratives to implement system-wide reform. Despite FACTS’ promise of autonomy, the state’s struggle for the retention of hegemony emerges very strongly – this has implications for policy and practice.
{"title":"Introducing reform through prescribed policy discourse(s): a critique of policy rhetoric in Maltese education","authors":"D. Mifsud","doi":"10.1163/27730840-04902003","DOIUrl":"https://doi.org/10.1163/27730840-04902003","url":null,"abstract":"A central issue in system improvement is the propagation of a common sense of purpose where individual institutions can simultaneously bond with the wider system while exercising autonomy in context – hence the centrality of networks and collaboration (Hopkins 2007). The Maltese state education system responded to this concomitant move towards ‘network governance’ through the introduction of school networks (legally termed ‘colleges’), mandated by the policy document For All Children to Succeed (Ministry of Education, Youth and Employment 2005). I explore the implications of this move for the policy actors involved and the system within which this policy reception, translation and enactment unfold through a documentary analysis of the policy document FACTS, thus depicting how a relatively small state education system utilized multi-site school collaboratives to implement system-wide reform. Despite FACTS’ promise of autonomy, the state’s struggle for the retention of hegemony emerges very strongly – this has implications for policy and practice.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41496414","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 : 2017-03-18DOI: 10.1163/27730840-04902004
M. Clarke
2016 marks the centenary of Democracy and Education, in which Dewey argued for the mutually dependent relationship linking a legitimate education system and a thriving democracy. A century later, it seems, democracy and education have been decoupled, with both undermined by developments such as growing inequality, declining participation and trust in democratic processes, techno-rationalism that reframes political issues in terms of efficiency, and growing political extremism. Meanwhile, recent years have seen the increasing grip of market-based principles and techniques of measurement and evaluation as state-endorsed norms across various sectors and domains of society, including education, reflecting an instrumentalism Lacan described in terms of ‘the service of goods’. Against this background, this paper draws on resources from political and psychoanalytic theory to rethink and reanimate the links between education and democracy, thereby encouraging and emboldening educators to, in David Harvey’s words, “write the poetry of their own future”.
{"title":"Education and Democratization: Moving Beyond the Service of Goods to Write the Poetry of the Future","authors":"M. Clarke","doi":"10.1163/27730840-04902004","DOIUrl":"https://doi.org/10.1163/27730840-04902004","url":null,"abstract":"2016 marks the centenary of Democracy and Education, in which Dewey argued for the mutually dependent relationship linking a legitimate education system and a thriving democracy. A century later, it seems, democracy and education have been decoupled, with both undermined by developments such as growing inequality, declining participation and trust in democratic processes, techno-rationalism that reframes political issues in terms of efficiency, and growing political extremism. Meanwhile, recent years have seen the increasing grip of market-based principles and techniques of measurement and evaluation as state-endorsed norms across various sectors and domains of society, including education, reflecting an instrumentalism Lacan described in terms of ‘the service of goods’. Against this background, this paper draws on resources from political and psychoanalytic theory to rethink and reanimate the links between education and democracy, thereby encouraging and emboldening educators to, in David Harvey’s words, “write the poetry of their own future”.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44771543","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 : 2017-03-18DOI: 10.1163/27730840-04902002
M. Arnott
Education policy is a key devolved policy arena in which there are considerable tensions between and within institutions, within and across Scotland and the UK, and in relations with Europe. It may be assumed such tensions could increase during the process of Brexit and the implementation of the 2016 Scotland Act (Arnott 2016; Arnott and Ozga 2016). Since 2007 the SNP Scottish Government has used education as a policy area where it could blend political and civic forms of nationalism through referring ‘inwards’ to myths and traditions which draw on the public form of education and ‘outwards’ to selected European and Nordic comparisons to education’s role in economic progress (Arnott and Ozga, 2010a; 2010b; Arnott, 2012, 2016). The Scottish Government has made explicit links between economic growth and social justice, with education performing a key role in policy interventions aimed at creating a ‘fairer society’ and alienating problems of poverty (Arnott 2016; Arnott and Ozga 2012). The lecture considers the changing context, political and constitutional, in which educational policy has developed in Scotland in recent years and reflects on possible implications for the future of governance of UK and UK territorial politics.
教育政策是一个关键的权力下放政策领域，在这个领域，各机构之间和内部、苏格兰和英国内部以及与欧洲的关系都存在相当大的紧张关系。可以假设，在英国脱欧和2016年苏格兰法案的实施过程中，这种紧张局势可能会加剧(阿诺特2016;Arnott and Ozga 2016)。自2007年以来，苏格兰民族党政府将教育作为一个政策领域，通过“向内”参考借鉴公共教育形式的神话和传统，“向外”参考选定的欧洲和北欧比较教育在经济进步中的作用，将政治和公民形式的民族主义融合在一起(Arnott和Ozga, 2010;2010 b;Arnott, 2012, 2016)。苏格兰政府在经济增长和社会正义之间建立了明确的联系，教育在旨在创造一个“更公平的社会”和消除贫困问题的政策干预中发挥着关键作用(Arnott 2016;Arnott and Ozga 2012)。讲座考虑了不断变化的背景，政治和宪法，其中教育政策近年来在苏格兰发展，并反映了对英国和英国领土政治未来治理的可能影响。
{"title":"The SERA lecture 2016: “Jigsaw puzzle\" of education policy? Nation, State and Globalised Policy Making.","authors":"M. Arnott","doi":"10.1163/27730840-04902002","DOIUrl":"https://doi.org/10.1163/27730840-04902002","url":null,"abstract":"Education policy is a key devolved policy arena in which there are considerable tensions between and within institutions, within and across Scotland and the UK, and in relations with Europe. It may be assumed such tensions could increase during the process of Brexit and the implementation of the 2016 Scotland Act (Arnott 2016; Arnott and Ozga 2016). Since 2007 the SNP Scottish Government has used education as a policy area where it could blend political and civic forms of nationalism through referring ‘inwards’ to myths and traditions which draw on the public form of education and ‘outwards’ to selected European and Nordic comparisons to education’s role in economic progress (Arnott and Ozga, 2010a; 2010b; Arnott, 2012, 2016). The Scottish Government has made explicit links between economic growth and social justice, with education performing a key role in policy interventions aimed at creating a ‘fairer society’ and alienating problems of poverty (Arnott 2016; Arnott and Ozga 2012). The lecture considers the changing context, political and constitutional, in which educational policy has developed in Scotland in recent years and reflects on possible implications for the future of governance of UK and UK territorial politics.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42847822","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 : 2017-03-18DOI: 10.1163/27730840-04902005
D. Robinson, Andrew Foran
This paper reports on results from a recently completed research study conducted with pre-service teachers from Nova Scotia, Canada who completed their final student teacher practicum in Dumfries and Galloway, Scotland. With our attention directed towards a primary research question related to pre-service teachers’ own development, data were collected through synchronous online focus group interviews. Results revealed that pre-service teachers experienced both professional and personal growth, while also experiencing some unanticipated conflict and angst. Herein we present and discuss these results, especially as they relate to relevant literature and our own experiences with international student teacher practicums. This paper should be of particular relevance to those who share an interest in teacher education, practicums/field experiences/internships, and/or international education initiatives.
{"title":"New Scotland to (old) Scotland: Lessons learned from an international student teacher practicum","authors":"D. Robinson, Andrew Foran","doi":"10.1163/27730840-04902005","DOIUrl":"https://doi.org/10.1163/27730840-04902005","url":null,"abstract":"This paper reports on results from a recently completed research study conducted with pre-service teachers from Nova Scotia, Canada who completed their final student teacher practicum in Dumfries and Galloway, Scotland. With our attention directed towards a primary research question related to pre-service teachers’ own development, data were collected through synchronous online focus group interviews. Results revealed that pre-service teachers experienced both professional and personal growth, while also experiencing some unanticipated conflict and angst. Herein we present and discuss these results, especially as they relate to relevant literature and our own experiences with international student teacher practicums. This paper should be of particular relevance to those who share an interest in teacher education, practicums/field experiences/internships, and/or international education initiatives.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48793679","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 : 2016-03-27DOI: 10.1163/27730840-04801005
Sarah Minty
Free tuition in Scotland is frequently linked to principles of equal access and fairness. But just how ‘fair’ do young people think access to higher education is? And what concepts of fairness are their views based on? This article reports the findings of semi-structured interviews with 121 young people aged 15-18 in Scotland. The paper outlines the position of those who felt access was equal for all, where meritocratic ideas of hard work, motivation and individual ability were paramount, versus those who believed that access is inherently unequal and based on socio-economic background and school attended. The majority of young people conceptualised fairness on the basis of equality of procedure, with many perceiving contextual admissions to be an ‘unfair’ form of discrimination. Findings point to the need for better communication of the rationale behind contextual admissions and greater discussion of social justice issues in schools more broadly.
{"title":"Getting into higher education: young people’s views of fairness","authors":"Sarah Minty","doi":"10.1163/27730840-04801005","DOIUrl":"https://doi.org/10.1163/27730840-04801005","url":null,"abstract":"Free tuition in Scotland is frequently linked to principles of equal access and fairness. But just how ‘fair’ do young people think access to higher education is? And what concepts of fairness are their views based on? This article reports the findings of semi-structured interviews with 121 young people aged 15-18 in Scotland. The paper outlines the position of those who felt access was equal for all, where meritocratic ideas of hard work, motivation and individual ability were paramount, versus those who believed that access is inherently unequal and based on socio-economic background and school attended. The majority of young people conceptualised fairness on the basis of equality of procedure, with many perceiving contextual admissions to be an ‘unfair’ form of discrimination. Findings point to the need for better communication of the rationale behind contextual admissions and greater discussion of social justice issues in schools more broadly.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64509880","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：