Policy Critics and Policy Survivors: Who Are They and How Do They Contribute to a Department Policy Role Typology?

Autor/in	Golding, Jennie
Titel	Policy Critics and Policy Survivors: Who Are They and How Do They Contribute to a Department Policy Role Typology?
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 38 (2017) 6, S.923-936 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Golding, Jennie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2016.1183589
Schlagwörter	Foreign Countries; Teacher Attitudes; Educational Policy; Policy Formation; Program Implementation; Secondary School Teachers; Mathematics Teachers; Departments; Educational Change; Alignment (Education); Criticism; Adoption (Ideas); Curriculum Implementation; Decision Making; Discourse Analysis; Barriers; Affordances; Compliance (Legal); Teacher Role; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Politics of education; Bildungspolitik; Politische Betätigung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Department; Abteilung; Bildungsreform; Kritik; Ideas; Ideenfindung; Decision-making; Entscheidungsfindung; Diskursanalyse; Lehrerrolle
Abstract	This paper considers the policy "roles" adopted by teachers enacting policy in a department. It draws on a longitudinal study of two secondary mathematics departments endeavouring to make deep change aligned with a demanding curriculum policy. The study validates aspects of an existing typology, demonstrates the existence of a variety of policy "critics" and adds a category of "survivor" teacher, showing the role can have considerable impact on enactment. The paper argues for an extension to a group construct of "policy role", here at a department level, and shows that as teachers struggle to marry the constraints of the range of policies to which they are subject with the time and effort needed to maintain deeply espoused professional values, an adopted group role can serve either to support or constrain individual teacher efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01