Considerate, Convivial and Capacious? Finding a Language to Capture Ethos in "Creative" Schools

Autor/inn/en	Bragg, Sara; Manchester, Helen
Titel	Considerate, Convivial and Capacious? Finding a Language to Capture Ethos in "Creative" Schools
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 38 (2017) 6, S.864-879 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2016.1227302
Schlagwörter	School Culture; Foreign Countries; Postmodernism; Creativity; Social Justice; Partnerships in Education; Professional Personnel; Qualitative Research; Interviews; Administrator Attitudes; Web Sites; Focus Groups; Photography; Student Attitudes; Ethnography; Interpersonal Relationship; Discipline; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schulkultur; Schulleben; Ausland; Postmoderne; Kreativität; Soziale Gerechtigkeit; Hochschulpartnerschaft; Personalbestand; Qualitative Forschung; Interviewing; Interviewtechnik; Web-Design; Fotografie; Schülerverhalten; Ethnografie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Disziplin
Abstract	Concepts of school "ethos" or "culture" have been widely debated in education since the 1980s. This is partly as a consequence of marketisation, partly because ethos has been identified as a low-cost route to school improvement. Corporate, authoritarian, and most recently "military" models of ethos have been widely promulgated in the UK. Another significant strand of educational thinking, however, has emphasised ethos "for" and "as" learning: how schools might prefigure alternative, more socially just, worlds. This article argues that accounting for such divergent notions of ethos demands greater attention to the intellectual resources mobilised in interpreting educational processes. We discuss schools that used their work with the English creative learning programme, Creative Partnerships, to develop what we describe as "considerate, convivial and capacious" school ethos. We aim thereby to value their achievements, provide tools to contest dominant discourses around ethos, and advocate more critical, reflexive approaches to researching school cultures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01