Practices of Boundary-Work in the Collaboration between Principals and Private Sponsors in England's Academy Schools

Autor/in	Papanastasiou, Natalie
Titel	Practices of Boundary-Work in the Collaboration between Principals and Private Sponsors in England's Academy Schools
Quelle	In: Journal of Education Policy, 32 (2017) 1, S.82-99 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Papanastasiou, Natalie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2016.1230785
Schlagwörter	Foreign Countries; Principals; Educational Practices; Qualitative Research; School Policy; Private Financial Support; School Business Relationship; Group Dynamics; Institutional Cooperation; Partnerships in Education; Role Conflict; Semi Structured Interviews; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Bildungspraxis; Qualitative Forschung; Schulpolitik; Private Investition; Gruppendynamik; Institute; Co-operation; Cooperation; Institut; Kooperation; Hochschulpartnerschaft; Rollenkonflikt
Abstract	This article presents one of the few qualitative studies to empirically examine the collaboration between private sponsors and principals in the context of England's academy schools policy. It uses the concept of boundary-work to illuminate the multiple dynamics involved in the collaboration between principals and business sponsors. By analysing qualitative interviews with principals and sponsors from a local authority case study the article reveals the working relationship between these actors to be characterised by three boundary-work practices: drawing, negotiating and contesting boundaries. These practices are described before exploring their implications for existing understandings of England's academies policy. This analysis directly answers calls in the literature for in-depth case study research which explores the collaboration between academy sponsors and principals, and the article's interpretivist approach to boundary-work is shown to be a valuable theoretical approach which has received little attention in studies investigating the role of private actors in education. The article concludes by advocating for more studies of education policy to use boundary-work as a lens through which to understand the role being played by new actors in education, and argues that this perspective would be particularly valuable for examining the context of England's increasingly diversifying schooling landscape. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01