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New Public Management and the Reform of Education addresses complex
and dynamic changes to public services by focusing on new public
management as a major shaper and influencer of educational reforms
within, between and across European nation states and policy
actors. The contributions to the book are diverse and illustrate
the impact of NPM locally but also the interplay between local and
European policy spheres. The book offers: A critical overview of
NPM through an analysis of debates, projects and policy actors A
detailed examination of NPM within 10 nation states in Europe A
robust engagement with the national and European features of NPM as
a policy strategy The book actively contributes to debates and
analysis within critical policy studies about the impact and
resilience of NPM, and how through a study of educational reforms
in a range of political systems with different traditions and
purposes a more nuanced and complex picture of NPM can be built. As
such the book not only speaks to educational researchers and
professionals within Europe but also to policymakers, and can
inform wider education and policy communities internationally.
The relationship between education and democratic development has
been a growing theme in debates focussed upon public education, but
there has been little work that has directly related educational
leadership to wider issues of freedom, politics and practice.
Engaging with ELMA through the work of Hannah Arendt enables these
issues of power to be directly confronted. Arendt produced texts
that challenged notions of freedom and politics, and notably
examined the lives of people, ideas and historical events in ways
that are pertinent to the purposes and practices of education. This
significant volume examines the main texts in the Arendt library
and explains each of the key ideas and how they can enable critical
thinking about knowledge production and practice in educational
leadership. The analysis draws upon a range of exemplars and
empirical projects from the field of educational leadership,
investigating utility issues regarding Arendt's ideas, and engaging
with the debates concerning her insights and contribution. Included
in the book: -using Arendt to think about ELMA -the relationship
between policy and practice, and organisation and leadership
-critiques of the vita activa and vita contemplativa -thinking with
and against Arendt. Gunter uses the work of Arendt to challenge the
purposes and practices of intellectual work, with a view to
developing perspectives on the responsibility for research and
ideas. The book will be of value to all those working and
researching in the field of Educational Leadership, Management and
Administration.
Western politicians consider that leadership is essential for the
delivery of educational reform. This important and timely book
examines how leaders, leading and leadership became the dominant
theme in education. It presents an analysis of the relationship
between the state, public policy and the types of knowledge that
New Labour used to make policy and break professional cultures. It
is essential reading for all those interested in public policy,
education policy, and debates about governance and will be of
interest to policymakers, researchers and educational
professionals.
This book is a comprehensive study into and about consultants doing
consultancy, and having influence in ways that generate concerns
about an emerging 'consultocracy', with privileged access to
governments and public services. It presents a detailed mapping of
consultants and consultancy in education as a site of change and
modernisation in public sector service provision. It considers
consultancy at a macro-level of globalised policy, at a meso-level
of national government policy, and at a micro level with vivid
descriptions and analyses of consultants at work. The rapid rise of
'edubusinesses', combined with the restructuring of public services
in western style democracies, has generated new types of 'knowledge
actors' within education policy. Three main developments that have
led to this change are: the entry of education policy and service
consultants from within major companies into the public education
market place; the emergence of 'celebrity' entrepreneurial actors
and private businesses who make interventions into Universities and
schools; and the rapid growth of small businesses based on
individuals who have relocated their work from the public to the
private sector. Such knowledge actors and the complexities they
bring to public education are as yet under described and largely
un-theorized. Based on current research and drawing upon a range of
theoretical tools, this book fills the gap. Gunter and Mills
provide an invaluable contribution to scholarship on the neoliberal
restructuring of public education by mapping and analyzing the
under-examined yet central role of corporate education consultants.
Their thoughtful and thorough discussion expands our understanding
of how consultants promote and trade in the ideologies of corporate
culture. Gunter and Mills show how consultants are integral to both
knowledge making practices in schools and a radical reform agenda
for schools in the UK and around the globe. This is an accessible
and important volume for not just policy and politics scholars but
anyone concerned about defending public forms of education and
associated living at a moment when they are increasingly being
positioned for pillage by profiteers. Kenneth J. Saltman,
University of Massachusetts, Dartmouth, USA
At a time when public education and reform agendas are changing the
way we approach education, this book critically examines the key
issues facing the public with implications for education policy
makers, professionals and researchers. Drawing on empirical
evidence gathered over 20 years, Helen Gunter confronts current
issues about social justice and segregation. She uses Arendtian
ideas to help the reader to 'think politically' about education and
how and why public services education can be reimagined for the
future.
This book is a comprehensive study into and about consultants doing
consultancy, and having influence in ways that generate concerns
about an emerging 'consultocracy', with privileged access to
governments and public services. It presents a detailed mapping of
consultants and consultancy in education as a site of change and
modernisation in public sector service provision. It considers
consultancy at a macro-level of globalised policy, at a meso-level
of national government policy, and at a micro level with vivid
descriptions and analyses of consultants at work. The rapid rise of
'edubusinesses', combined with the restructuring of public services
in western style democracies, has generated new types of 'knowledge
actors' within education policy. Three main developments that have
led to this change are: the entry of education policy and service
consultants from within major companies into the public education
market place; the emergence of 'celebrity' entrepreneurial actors
and private businesses who make interventions into Universities and
schools; and the rapid growth of small businesses based on
individuals who have relocated their work from the public to the
private sector. Such knowledge actors and the complexities they
bring to public education are as yet under described and largely
un-theorized. Based on current research and drawing upon a range of
theoretical tools, this book fills the gap. Gunter and Mills
provide an invaluable contribution to scholarship on the neoliberal
restructuring of public education by mapping and analyzing the
under-examined yet central role of corporate education consultants.
Their thoughtful and thorough discussion expands our understanding
of how consultants promote and trade in the ideologies of corporate
culture. Gunter and Mills show how consultants are integral to both
knowledge making practices in schools and a radical reform agenda
for schools in the UK and around the globe. This is an accessible
and important volume for not just policy and politics scholars but
anyone concerned about defending public forms of education and
associated living at a moment when they are increasingly being
positioned for pillage by profiteers. Kenneth J. Saltman,
University of Massachusetts, Dartmouth, USA
Understanding Educational Leadership guides you through critical
perspectives and approaches across the world, taking in the global
north and south, and explores the ways in which educational
leadership is currently understood, theorised, researched, modelled
and practised. The book also covers contemporary issues including
gender, sexual identity and race, as well as topics such as
governance, performativity and corporatisation. It brings together
evidence and ideas that illuminate the power structures and
relations in educational leaders, leading and leadership and helps
you to consider the impact on policy and practice, and to think
about changes needed to mitigate the issues identified. The book
showcases a wide range of theorists, including Bourdieu, Foucault
and Fraser. Its impressive scope includes analyses of collectivist,
neoliberal and historical influences on educational leadership. It
explores forensically leadership styles, with an explicit focus on
distributed, instructional, democratic, autocratic, laissez-faire
and organisational forms. Carefully curated by the editors, the
world-leading contributors draw on their wealth of knowledge about
research and practice to provide you with an overview of
educational leadership today, looking at global research, evidence,
arguments and conceptualisations. Each chapter is written in an
engaging and inspiring way, following a consistent approach to help
you to develop your understanding in each of the areas covered.
Full pedagogical features throughout include chapter summaries, key
questions, case studies, questions for readers and further reading
suggestions with questions on key texts. A companion website
provides links to open-access outputs, research-project outcomes,
and networking seminars, conferences with links to local, national
and global events and connections.
The relationship between education and democratic development has
been a growing theme in debates focussed upon public education, but
there has been little work that has directly related educational
leadership to wider issues of freedom, politics and practice.
Engaging with ELMA through the work of Hannah Arendt enables these
issues of power to be directly confronted. Arendt produced texts
that challenged notions of freedom and politics, and notably
examined the lives of people, ideas and historical events in ways
that are pertinent to the purposes and practices of education. This
significant volume examines the main texts in the Arendt library
and explains each of the key ideas and how they can enable critical
thinking about knowledge production and practice in educational
leadership. The analysis draws upon a range of exemplars and
empirical projects from the field of educational leadership,
investigating utility issues regarding Arendt's ideas, and engaging
with the debates concerning her insights and contribution. Included
in the book: -using Arendt to think about ELMA -the relationship
between policy and practice, and organisation and leadership
-critiques of the vita activa and vita contemplativa -thinking with
and against Arendt. Gunter uses the work of Arendt to challenge the
purposes and practices of intellectual work, with a view to
developing perspectives on the responsibility for research and
ideas. The book will be of value to all those working and
researching in the field of Educational Leadership, Management and
Administration.
New Public Management and the Reform of Education addresses complex
and dynamic changes to public services by focusing on new public
management as a major shaper and influencer of educational reforms
within, between and across European nation states and policy
actors. The contributions to the book are diverse and illustrate
the impact of NPM locally but also the interplay between local and
European policy spheres. The book offers: A critical overview of
NPM through an analysis of debates, projects and policy actors A
detailed examination of NPM within 10 nation states in Europe A
robust engagement with the national and European features of NPM as
a policy strategy The book actively contributes to debates and
analysis within critical policy studies about the impact and
resilience of NPM, and how through a study of educational reforms
in a range of political systems with different traditions and
purposes a more nuanced and complex picture of NPM can be built. As
such the book not only speaks to educational researchers and
professionals within Europe but also to policymakers, and can
inform wider education and policy communities internationally.
Many Western countries have seen an increase in the volume and
importance of external consultants in the public policy process.
This book is the first to investigate this phenomenon in a
comparative and interdisciplinary way. The analysis shows who these
consultants are, how widely and for what reasons they are used in
Britain, the United States, Canada, Australia, The Netherlands and
Sweden. In doing so, the book addresses the positive and negative
implications of high levels of external policy consultancy,
including its implications for the nature of the state
(transforming into a contractor state?) and for democratically
legitimized and accountable decision-making (transforming into
consultocracy?). It provides valuable new insights for students and
practitioners in the fields of public administration, public
policy, public management, political science and human resource
management.
Western politicians consider that leadership is essential for the
delivery of educational reform. This important and timely book
examines how leaders, leading and leadership became the dominant
theme in education. It presents an analysis of the relationship
between the state, public policy and the types of knowledge that
New Labour used to make policy and break professional cultures. It
is essential reading for all those interested in public policy,
education policy, and debates about governance and will be of
interest to policymakers, researchers and educational
professionals.
This book draws on interdisciplinary social science and
philosophical frameworks to offer new dimensions to debate about
intellectual leadership and higher education. The chapters are
focused on provoking readers to think critically about intellectual
leadership in precarious times. The contributors frame critical
questions about the unevenness, ambivalences, and disruptions that
now mark everyday life and interactions. Rather than thinking about
‘freedom from precarious times and precarity’ they consider
‘freedom from within’ and how the sovereignty and autonomy of
the individual to think and speak within the public realm might be
retained, if not reclaimed. In the precarious present and in times
of precarity, what has changed and why? What might now be the new
social reality within which we work? Each of the contributors have
been invited to take up their own perspective on what is
precarious, and to examine the impacts on intellectual leadership.
What does it mean to do intellectual work and be an intellectual
leader? What are the implications for intellectual work and
leadership if the academy itself is in precarious times?
Understanding Educational Leadership guides you through critical
perspectives and approaches across the world, taking in the global
north and south, and explores the ways in which educational
leadership is currently understood, theorised, researched, modelled
and practised. The book also covers contemporary issues including
gender, sexual identity and race, as well as topics such as
governance, performativity and corporatisation. It brings together
evidence and ideas that illuminate the power structures and
relations in educational leaders, leading and leadership and helps
you to consider the impact on policy and practice, and to think
about changes needed to mitigate the issues identified. The book
showcases a wide range of theorists, including Bourdieu, Foucault
and Fraser. Its impressive scope includes analyses of collectivist,
neoliberal and historical influences on educational leadership. It
explores forensically leadership styles, with an explicit focus on
distributed, instructional, democratic, autocratic, laissez-faire
and organisational forms. Carefully curated by the editors, the
world-leading contributors draw on their wealth of knowledge about
research and practice to provide you with an overview of
educational leadership today, looking at global research, evidence,
arguments and conceptualisations. Each chapter is written in an
engaging and inspiring way, following a consistent approach to help
you to develop your understanding in each of the areas covered.
Full pedagogical features throughout include chapter summaries, key
questions, case studies, questions for readers and further reading
suggestions with questions on key texts. A companion website
provides links to open-access outputs, research-project outcomes,
and networking seminars, conferences with links to local, national
and global events and connections.
An Intellectual History of School Leadership Practice and Research
presents a detailed and critical account of the ideas that underpin
the practice of educational leadership, through drawing on over 20
years of research into those who generate, popularise and use those
ideas. It moves from abstracted accounts of knowledge claims based
on studying field outputs, towards the biographies and practices of
those actively involved in the production and use of field
knowledge. The book presents a critical account of the ideas
underpinning educational leadership, and engages with those ideas
by examining the origins, development and use of conceptual
frameworks and models of best practice. It deploys an original
approach to the design and composition of an intellectual history,
and as such it speaks to a wider audience of scholars who are
interested in developing and deploying such approaches in their
particular fields.
An Intellectual History of School Leadership Practice and Research
presents a detailed and critical account of the ideas that underpin
the practice of educational leadership, through drawing on over 20
years of research into those who generate, popularise and use those
ideas. It moves from abstracted accounts of knowledge claims based
on studying field outputs, towards the biographies and practices of
those actively involved in the production and use of field
knowledge. The book presents a critical account of the ideas
underpinning educational leadership, and engages with those ideas
by examining the origins, development and use of conceptual
frameworks and models of best practice. It deploys an original
approach to the design and composition of an intellectual history,
and as such it speaks to a wider audience of scholars who are
interested in developing and deploying such approaches in their
particular fields.
In "Education Policy Research," Helen M. Gunter, David Hall and
Colin Mills bring together contributions from a range of
researchers, academics and practitioners. Each chapter draws on
critical theoretical perspectives and showcases innovative research
projects within educational settings to understand the current
changes in schools, schooling and education, to explore critical
questions. The varied accounts demonstrate the importance of
partnerships between schools and higher education, and of putting
educational research into context, specifically charting the ways
in which schools and schooling have been reformed through
government interventions. "Education Policy Research" presents new
research findings on the realities of how educational practice can
be understood and explained, so enabling researchers to take a
reflexive stance towards their own work. The editors and
contributors take seriously the need to rethink their data and
consider the contribution of research dispositions and practices to
ongoing change and development. At the same time, the chapters give
recognition to what research and researchers can and cannot do,
contributing to the ongoing debates about the value of - and the
urgent ongoing need for - social science research.
The well-editedcollection of papers by leading researchers and
participants within a major reform process of the state and
education system in particular. The shift from welfare based
provision of public services to the quasi-market with private
delivery and philanthropic investment is an issue that needs a
thorough examination through evidence and rigorous argument. This
book seeks to do this by not only charting events and providing
detailed examination about what is happening but also by locating
these developments within a contemporary political and social
analytical framework. Topics covered include: the legal and
political process of establishing Academies the working and impact
of Academies using a range of data and perspectives the debates and
issues regarding this major reform, with comparative perspectives.
The book will show how the Academies Programme in England is an
important site for examining the growth of neoliberal ideas and
practices in the framing and delivery of public services such as
education.
"Modernizing Schools: People, Learning and Organisations" poses
four key questions: What are the antecedents of the current waves
of modernization and what directions is it taking in England and
internationally? Does workforce modernization, in whatever form,
offer meaningful ways forward for the teaching profession in
England and other countries? How is the leadership of change to
take place with respect to educational modernization in England and
elsewhere? What alternative approaches to remodelling might be
developed with regard to the workforce labour market in England and
in other national contexts? In exploring these questions, this book
draws upon research evidence and accounts of remodelling from
researchers, headteachers, governors, teachers, students and
parents. It concentrates on the challenge of the modernization of
education both in the UK and internationally, and considers its
underpinning concepts and policies, providing examples of workforce
remodelling and the management of this process in schools. How
resources are used and the effects of remodelling practice on
different stakeholders are also examined - together with a
discussion of how we might engage it in schools and more widely in
the public sector.
In "Education Policy Research," Helen M. Gunter, David Hall and
Colin Mills bring together contributions from a range of
researchers, academics and practitioners. Each chapter draws on
critical theoretical perspectives and showcases innovative research
projects within educational settings to understand the current
changes in schools, schooling and education, to explore critical
questions. The varied accounts demonstrate the importance of
partnerships between schools and higher education, and of putting
educational research into context, specifically charting the ways
in which schools and schooling have been reformed through
government interventions. "Education Policy Research" presents new
research findings on the realities of how educational practice can
be understood and explained, so enabling researchers to take a
reflexive stance towards their own work. The editors and
contributors take seriously the need to rethink their data and
consider the contribution of research dispositions and practices to
ongoing change and development. At the same time, the chapters give
recognition to what research and researchers can and cannot do,
contributing to the ongoing debates about the value of - and the
urgent ongoing need for - social science research.
This book draws together a group of international policy analysts
and researchers to examine the Academies policy and implementation,
locating it within a contemporary political analytical framework.
This is the well-edited collection of papers by leading researchers
and participants within a major reform process of the state and
education system in particular. The shift from welfare based
provision of public services to the quasi-market with private
delivery and philanthropic investment is an issue that needs a
thorough examination through evidence and rigorous argument. This
book seeks to do this by not only charting events and providing
detailed examination about what is happening but also by locating
these developments within a contemporary political and social
analytical framework. The topics covered include: the legal and
political process of establishing Academies; the working and impact
of Academies using a range of data and perspectives; and the
debates and issues regarding this major reform, with comparative
perspectives. The book will show how the Academies Programme in
England is an important site for examining the growth of neoliberal
ideas and practices in the framing and delivery of public services
such as education.
In her renowned and provocative essay, The Crisis in Education,
Hannah Arendt observed that a 'crisis becomes a disaster only when
we respond to it with preformed judgements, that is, with
prejudices'. Taken as a whole, Arendt's work provides an enduring
provocation to think and to make judgements about education and the
issues that impact on it, such as political, economic and cultural
disruption and uncertainty. Drawing together the leading thinkers
on Arendtian ideas and education, this collection explores the role
and promise education can have in preparing the future generation
to understand, to think about and to act within the world.
Concluding the same essay on the crisis in education, Arendt
declared education to be the point at which love for the world
meets love for those who are newcomers to it. The authors respond
to Arendt's call for responsibility and authority in education,
providing a leading edge thinking, analysis and agenda setting for
public education systems and the world in dark times.
Part of the Improving Schools Series Leading teachers are those who
are researchers and who have developed their pedagogy based on both
evidence and conceptually informed practice. This book will draw on
three important resources: first, case studies of teachers
researching and developing practice; second, research evidence on
what we know about teacher leadership both nationally and
internationally; and, third, models of pedagogy and teacher
learning that can support the development of a teacher leadership
culture within schools.
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