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dc.contributor.authorWoods, Philip
dc.contributor.editorWoodin, Tom
dc.identifier.citationWoods , P 2015 , Co-operativism as an Alternative : Choice, assimilation and challenge . in T Woodin (ed.) , Co-operation, Learning and Co-operative Values : Contemporary Issues in Education . Routledge , London , pp. 42-54 .
dc.identifier.otherPURE: 2618134
dc.identifier.otherPURE UUID: 4c2c7016-da71-4ee4-a1cc-a24f45b6817c
dc.identifier.otherORCID: /0000-0002-5705-4910/work/32376448
dc.description.abstractThe growth of co-operative schools is a promising and exciting development in the diverse school system that is unfolding in England. It challenges assumptions of individualism and the economic model of private competitive markets that underlie much of the thinking that dominates educational policy. What does it mean, however, to see co-operative schools as an alternative? What does ‘alternative’ mean in this context? This chapter explores the positioning of co-operativism as an alternative form of education in the English school system. It considers different kinds of ‘strategic identity’ as an alternative and different stances - ‘orientations’ - which alternatives may take towards boundaries and the external environment. Co-operativism is well placed to play a key role in helping to reshape mainstream policy discourse on education. There are, however, pressures and challenges towards assimilation as well as opportunities to be ‘activist’ in influencing educational policy. This chapter offers a framework of strategic identities and orientations to help in reflecting on these challenges and opportunities.en
dc.relation.ispartofCo-operation, Learning and Co-operative Values
dc.titleCo-operativism as an Alternative : Choice, assimilation and challengeen
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.relation.schoolSchool of Education

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