Legitimising Inequality? The Governance of 'Others' through Participatory Initiatives in Schools

Autor/inn/en	Paniagua-Rodríguez, Alejandro; Bereményi, Bálint Ábel
Titel	Legitimising Inequality? The Governance of 'Others' through Participatory Initiatives in Schools
Quelle	In: Compare: A Journal of Comparative and International Education, 49 (2019) 1, S.115-131 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paniagua-Rodríguez, Alejandro) ORCID (Bereményi, Bálint Ábel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2017.1389259
Schlagwörter	Power Structure; Program Implementation; School Restructuring; Neoliberalism; Family School Relationship; Entrepreneurship; Governance; Program Descriptions; Minority Groups; Immigration; Foreign Countries; Parent Associations; Ethnic Groups; Nongovernmental Organizations; Immigrants; Educational Policy; Elementary Secondary Education; Spain + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Neo-liberalism; Neoliberalismus; Unternehmungsgeist; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Ethnische Minderheit; Ausland; Elternvertretung; Ethnie; Immigrant; Immigrantin; Immigranten; Politics of education; Spanien
Abstract	This article discusses how the call for families' active participation in school can be understood as a form of regulatory act producing neoliberal subjectivities based on responsibility, entrepreneurship and rational calculation. The analysis draws on the results of two projects aiming to improve the relationship between families of Spanish Roma and immigrant background and the school. Results suggest that the idea of participation is presented as an element for the transformation of the schools. Nevertheless, the programmes are implemented without questioning the power structure present in school, and so put even more responsibility on the families, and make more visible their supposed deficits. Approaching participation as a key feature of neoliberal governmentality, our analysis highlights how these participatory initiatives foster a type of assimilationist diversity approach and legitimise the existing status quo in schools. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01