The Special Measures School and the 'C' Word: A Case Study of the Role of Conformity, Compliance Chimera, and the Power of Community and Context in a Special Measures Secondary School in Northern England

Autor/in	Hanson, Diann
Titel	The Special Measures School and the 'C' Word: A Case Study of the Role of Conformity, Compliance Chimera, and the Power of Community and Context in a Special Measures Secondary School in Northern England
Quelle	In: Power and Education, 9 (2017) 2, S.101-113 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1757-7438
DOI	10.1177/1757743817714282
Schlagwörter	Foreign Countries; Secondary Schools; Institutional Evaluation; Educational Improvement; Socioeconomic Influences; Failure; Neoliberalism; Catholic Schools; Educational Change; Poverty; Clothing; Change Strategies; School Effectiveness; Social Bias; Governance; Educational Quality; Power Structure; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Sekundarschule; Teaching improvement; Unterrichtsentwicklung; Sozioökonomischer Faktor; Neo-liberalism; Neoliberalismus; Katholische Schule; Bildungsreform; Armut; Kleidung; Lösungsstrategie; Schuleffizienz; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Quality of education; Bildungsqualität
Abstract	This article explores the relationship between capital and education through the experiences of a British secondary school following a grading by the Office for Standards in Education, Children's Services and Skills that placed the school into special measures, considering the underlying assumptions and inequalities highlighted and obfuscated by the special measures label. The formulaic and ritualistic manner in which operational and ideological methods of reconstruction were presented as the logical (and only) pathway towards improvement is examined in an effort to disentangle the purpose of the 'means-to-an-end' approach within prevailing hegemonic structures, requiring a revisit to contemporary positioning of Gramscian concepts of ideology through the work of Gandin. The decontextualisation of schools from their socio-economic environments is probed in order to expose the paradoxes and fluidity of resistant discourse. The ambiguities between a Catholic ethos, neo-liberal restructuring and the socio-economic context of the school and the greater demands to acquiesce to externally prescribed notions of normativity are considered as a process that conversely created apertures, newly formed sublayers and corrugations where transformation could take root. Unforeseen epiphanies and structures of dissent are identified and will enrich the narrative of existence and survival in a special measures school in an economically deprived northern town in the UK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01