Maggie's Day: A Small-Scale Analysis of English Education Policy

Autor/inn/en	Thomson, Pat; Hall, Christine; Jones, Ken
Titel	Maggie's Day: A Small-Scale Analysis of English Education Policy
Quelle	In: Journal of Education Policy, 25 (2010) 5, S.639-656 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
Schlagwörter	Stellungnahme; Educational Quality; Policy Analysis; Epistemology; Educational Policy; Access to Education; Achievement Gap; Improvement Programs; Educational Improvement; Educational Attainment; Case Studies; Partnerships in Education; Ethnography; Educational Sociology; Phenomenology; Academic Achievement; United Kingdom (England) + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Politikfeldanalyse; Erkenntnistheorie; Politics of education; Bildungspolitik; Education; Access; Bildung; Zugang; Bildungszugang; Effizienzsteigerung; Teaching improvement; Unterrichtsentwicklung; Bildungsabschluss; Bildungsgut; Case study; Fallstudie; Case Study; Hochschulpartnerschaft; Ethnografie; Bildungssoziologie; Erziehungssoziologie; Phenomenological psychology; Phänomenologie; Psychologie; Schulleistung
Abstract	Policy sociologists typically research at large scale. This paper presents an example of a policy analysis which illuminates how policy is embedded in single incidents, lives and places. The case in point concerns the policy fetish for "closing the gap and raising the bar". This rhetoric is taken to mean improving the learning of all students, while at the same time producing a more equitable, quality education system. In the case in point, we mobilise an ethnographic fragment and the spatial theory of Henri Lefebvre in order to examine the ways in which the policy technology of transforming students into measurable data plays out in the life of one group of Year 10 girls in a struggling English comprehensive school. We argue that our analysis demonstrates that in this very particular case, the pedagogies intended to promote attainment actually accomplished the reverse. We suggest that, following this example, policy sociologists might gain from further research at the micro/vernacular levels of schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10