Distrust by Design? Conceptualising the Role of Trust and Distrust in the Development of Further Education Policy and Practice in England

Autor/in	Donovan, Christina
Titel	Distrust by Design? Conceptualising the Role of Trust and Distrust in the Development of Further Education Policy and Practice in England
Quelle	In: Research in Post-Compulsory Education, 24 (2019) 2-3, S.185-207 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Donovan, Christina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2019.1596414
Schlagwörter	Trust (Psychology); Policy Formation; Educational Policy; Adult Education; Foreign Countries; Competition; Neoliberalism; Educational Administration; Governance; Educational Environment; Commercialization; Resistance (Psychology); Professional Autonomy; Centralization; United Kingdom (England) + Suchen Sie Ihr Suchwort? Politische Betätigung; Politics of education; Bildungspolitik; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Wettkampf; Neo-liberalism; Neoliberalismus; Bildungsverwaltung; Schuladministration; Schulverwaltung; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Resistenz; Berufsfreiheit; Centralisation; Zentralisierung
Abstract	It would be easy to assume that social trust is a normatively good value to promote within institutions. Trust encourages cooperation between actors, and thus normalises policies, practices and behaviours that tend to work towards collective social good. To assume this would also be to assume that trust should be a central aspiration for policy design. However, this conceptual paper argues that the competitive landscape of the English Further Education sector does not lend itself to such values. The extent to which competition has become normalised makes concerns over financial health commonplace around the boardroom in FE Colleges. In this context, perhaps the benefits associated with building and maintaining trust in this context are problematic. Perhaps it is important to consider whether in fact, distrust is fundamental to institutional survival? This paper offers three theoretical concepts from the trust literature which conceptualise how the FE policy environment enlists organisations and individual actors towards objectives which are linked to competition, centrally devised standards and institutional survival. In this way, I suggest that strategies based upon distrust may be put to greater use in the design of institutional policy, as the need to establish control takes primacy over cooperation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01