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dc.contributor.authorWard, Sophie
dc.contributor.authorBagley, Carl
dc.contributor.authorWoods, Philip
dc.contributor.authorHamilton, Tom
dc.contributor.authorLumby, Jacky
dc.contributor.authorRoberts, Amanda
dc.date.accessioned2015-01-20T14:32:45Z
dc.date.available2015-01-20T14:32:45Z
dc.date.issued2013
dc.identifier.citationWard , S , Bagley , C , Woods , P , Hamilton , T , Lumby , J & Roberts , A 2013 , School Leadership and Equity : an examination of policy response in Scotland . EPNoSL .
dc.identifier.otherPURE: 7990689
dc.identifier.otherPURE UUID: 3d098d2f-c3a5-45c2-92cf-4bdd3f2f93a3
dc.identifier.otherORCID: /0000-0002-5705-4910/work/32376455
dc.identifier.urihttp://hdl.handle.net/2299/15258
dc.description.abstractIn this paper we adopt a critical perspective on the implementation of policy on school leadership and equity in Scotland, viewing policy as both an attempt to solve problems and an attempt to persuade social actors to subscribe to particular beliefs that delineate action. We begin by offering a definition of “policy response”, and then examine how policy “conversations” establish consensus around such things as school leadership and equity. We examine Scottish policy on school leadership and equity and consider what practices this policy does, and does not permit. In so doing, our examination of the implementation of policy on school leadership and equity in Scotland acknowledges that such policy is in part extemporized, and in part the attempt to make inevitable a “de-stated” account of governance. We conclude by contextualising our forthcoming empirical study of the Leadership Standards for Social Justice in Scotlanden
dc.format.extent13
dc.language.isoeng
dc.publisherEPNoSL
dc.titleSchool Leadership and Equity : an examination of policy response in Scotlanden
dc.contributor.institutionCentre for Research in Professional and Work-Related Learning
dc.contributor.institutionSchool of Education
dc.contributor.institutionSocial Sciences, Arts & Humanities Research Institute
dc.contributor.institutionEducation
rioxxterms.typeConference Paper/Proceeding/Abstract
herts.preservation.rarelyaccessedtrue


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