The Micro-Politics of the Enactment of a School Literacy Policy

Autor/in	Innes, Mark
Titel	The Micro-Politics of the Enactment of a School Literacy Policy
Quelle	In: Oxford Review of Education, 48 (2022) 1, S.63-77 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Innes, Mark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2021.1912721
Schlagwörter	Politics of Education; School Policy; Educational Policy; Literacy Education; Foreign Countries; Policy Formation; Program Implementation; Elementary Schools; Compliance (Legal); Professional Autonomy; United Kingdom (England) + Suchen Sie Ihr Suchwort? Educational policy; Bildungspolitik; Schulpolitik; Politics of education; Ausland; Politische Betätigung; Elementary school; Grundschule; Volksschule; Berufsfreiheit
Abstract	This article reports on a case study investigating the micro-politics of policy enactment in a school in England. The case is sited in the literacy policy of a primary school in challenging circumstances as it joins a Multi-Academy Trust (MAT). Data gathering consisted of interviews with the school headteacher, assistant headteacher, and literacy coordinator. Data were analysed thematically using the thinking tools of Bourdieu to understand and explain the micro-politics of the policy enactment. Findings suggest that the enactment of policy in schools in England can be a dynamic undertaking when there is judged a need to improve. The micro-politics of the school may become dominated by the need to comply with MATs and private providers of educational solutions, potentially reducing the autonomy of teachers and headteachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01