Asking the "Right" Questions: The Constitution of School Governing Bodies as Apolitical

Autor/in	Young, Helen
Titel	Asking the "Right" Questions: The Constitution of School Governing Bodies as Apolitical
Quelle	In: Journal of Education Policy, 31 (2016) 2, S.161-177 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2015.1062145
Schlagwörter	Governing Boards; Group Membership; Qualitative Research; Policy Analysis; Political Attitudes; Educational Policy; Educational Change; Observation; Meetings; Governance; Performance Technology; Job Skills; Questioning Techniques; Reflection; Leadership Qualities; Foreign Countries; Semi Structured Interviews; Elementary Schools; Secondary Schools; United Kingdom (London) + Suchen Sie Ihr Suchwort? Governing body; Governing bodies; Leitungsgremium; Gruppenzugehörigkeit; Qualitative Forschung; Politikfeldanalyse; Political attitude; Politische Einstellung; Politics of education; Bildungspolitik; Bildungsreform; Beobachtung; Meeting; Tagung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Produktive Fertigkeit; Befragungstechnik; Fragetechnik; Führungseigenschaft; Ausland; Elementary school; Grundschule; Volksschule; Sekundarschule
Abstract	School governing bodies in England have considerable powers and responsibilities with regard to the education of pupils. This paper draws on an analysis of policy and on qualitative research in the governing bodies of four maintained schools. It explores two policy technologies through which education and the work of school governing bodies are constituted as apolitical. Firstly, it considers the move to recruit governors with (unspecified) "skills", rather than those with a representative role who might provide diverse perspectives. Secondly, it considers the technology of "prescribed criticality", through which "effective" governors are provided with the "right" questions to ask. The paper argues that the operation of these policy technologies has significant implications for possibilities for democratic engagement in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01