World Yearbook of Education 2020. Schooling, Governance and Inequalities

Description

A timely contribution to the debate on educational governance and equality, the World Yearbook of Education 2020 documents the significant changes that have occurred in the last 20 years reflecting a widespread shift from government to governance. Considering school context as well as specific school responses around the emergence of particular forms of governance, this book presents and contextualises a clear historical account of governance and accountability within schooling. Organised into three sections covering: Changing contexts of school governance; stakeholders and ‘responsibilisation’; and radical governance, carefully chosen contributors provide global insights from around the world. They consider educational outcomes and closing the inequality gap and they document radical forms of governance, at local level, which have sought to create more equitable governance, intelligent accountability and greater involvement of key stakeholders such as students. Providing a series of provocations and reminders of the possibilities that remain open to us, the World Yearbook of Education 2020 will be of interest to academics, professionals and policymakers in education and school governance, and any scholars who engage in historical studies of education and debates about educational governance and equality. Cover Half Title Series Information Title Page Copyright Page Table of contents List of Contributors 1Introduction References Part I Changing contexts of school governance 2 Can equity survive governance?: Politics, accountability and local control in US education Introduction NCLB and government-driven accountability Revising and retooling NCLB The collapse of NCLB The return of governance Conclusion: Can equity survive governance? Notes References 3 New modes of collaborative governance: Governing collaborations in a new school landscape, power, control and communication Introduction A note on terminology Collaboration between organisations in education MAT governance structures and power Accountability Method and sample Data analysis Accountability enacted in MATS: The relationship between local and central boards Conclusion References 4 Nordic school governance: Networking in broken chains Introduction Background The concept of governance Hierarchy and networks System of innovation approach as a theoretical lens Three illustrative cases Case A – Networks in school governing: Superintendents as players in hierarchy and networks Case B – A regional model of collaborative school governance in Norway Case C – New partnerships in school principal training Background The programme setup: Partnership with consultants Discussion Does the state hierarchy strike back? Notes References 5 The emergence of evidence-based governance models in the state-based education systems of Austria and Germany Introduction Governance changes School autonomy School management The PISA shock and the establishment of evidence-based governance structures Phase 4: What comes next? Contradictory attitudes towards educational professionalism Cost efficiency Promises of rationality Unclear and simplistic concepts of application and use How are schools and teachers coping with evidence-based reforms? The performance standard policy and its logics of action Setting expectations Stimulating improvement through data feedback Alignment by support Involving stakeholders Alignment by in-school co-ordination The performance standard policy and the work in schools Summary and outlook References Part II Stakeholders and ‘responsibilisation’ 6 Technologies in rational self-management: Interventions in the ‘responsibilisation’ of school governors Introduction The academies revolution Implications for school governance Expert administration The contraction and expansion of state power References 7 Education governance and the responsibility to include: Teachers as a site of discursive tension Introduction Policy enactment Governance, inclusion and teachers Ordoliberalism Responsibilisation Ordoliberalism(s) Education governance Conclusion References 8 Governing inclusion: A school principal and a governor in conversation Introduction The governance of free schools A governance conversation Notes References 9 The micro-politics of parental involvement in school governance Introduction School governance as a dynamic process for power decentralisation and redistribution Micro-politics of parental involvement in school governance Methodology Descriptive analysis of two case study schools Trinity Primary School Concordia Primary School Interpretive analysis: Micro-politics of parental involvement in school governance Proposition 1: Parents as policy-followers Proposition 2: Parents as instruments of school initiatives at Trinity Proposition 3: Parents as ‘pseudo partners’ at Trinity Proposition 4: Parents as partners – A utopian vision! Discussion Conclusion References Part III Radical governance 10 Stronger Smarter: Transformational change for Australian schools with rock-solid foundations in the Early Years Introduction Stronger Smarter – disrupting the approach in Indigenous education Stronger Smarter Jarjums – High-Expectations Relationships for the Early Years Shifting the thinking A layered approach to governance – High-Expectations Relationships Relationships in the Early Years Relationships across the sectors – bringing the village together Conclusion Notes References 11 Lessons from the AIME approach to the teaching relationship: Valuing biepistemic practice Introduction Learning from Indigenous epistemologies – biepistemic practice as a pathway to more egalitarian teacher–student relationships Why study AIME? An example of biepistemic practice: AIME’s montaged approach to pedagogic relationships Methodology About the classroom ethnography and interviews Data analysis procedures and theoretical framework ‘AIME is different to school’ Pedagogies for ‘trust-filled’ and egalitarian teacher–student (presenter–mentee) relationships Vulnerability or ‘humble connectivity’ Listening respectfully and valuing mentee contributions Trust via learning design Closing thoughts Notes References 12 Is participation a ‘sick word’?: New insights into student democratic participation in light of research in Spanish schools Introduction A brief overview of research design and methodology Student participation is an intentional and systematic process: How does the Inclusive Participation Cycle work? Deliberation Action Dissemination/evaluation Students participate when they are able to influence the real world and to improve the common good. Student participation needs democratic processes embedded in the daily life of schools Inclusive participation for all: Democratic participation does not have an aprioristic individual Conclusions Notes References 13 Democratic alternatives in a neoliberal age?: Co-operation, governance and schooling Introduction Assessing the co-operative movement Legal models of co-operative governance Pupils and governance Working with stakeholders Reflecting on co-operative schools References Afterword: The magic of democracy Series Information Index