'Becoming Co-Operative'-- Challenges and Insights: Repositioning School Engagement as a Collective Endeavour

Autor/in	Ralls, Deborah
Titel	'Becoming Co-Operative'-- Challenges and Insights: Repositioning School Engagement as a Collective Endeavour
Quelle	In: International Journal of Inclusive Education, 23 (2019) 11, S.1134-1148 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1629159
Schlagwörter	Educational Cooperation; Parent School Relationship; Student School Relationship; Foreign Countries; Educational Policy; Democracy; Collectivism; Governance; Partnerships in Education; School Personnel; Secondary Schools; Commercialization; Stakeholders; Organizational Change; Parent Participation; Student Participation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Education; cooperation; Kooperation; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Schüler-Lehrer-Beziehung; Ausland; Politics of education; Bildungspolitik; Demokratie; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Hochschulpartnerschaft; Schulpersonal; Sekundarschule; Organisationswandel; Elternmitwirkung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	This article explores how a school's decision to "become co-operative" affects its engagement relationships with students and parents. The findings stem from a wider study exploring approaches to engagement in a recently converted co-operative academy, a large secondary school in a northern English city. The article surfaces the possibilities and tensions that occur as the school seeks to reposition itself in the English education marketplace, with a co-operative model that explicitly sets out to promote mutualisation, not privatisation; 'we' rather than 'me'. The process of "becoming co-operative" is examined by exploring the underlying purposes of the school's engagement with students and parents and the relationships that emerge as a result. The study surfaces the issues faced as a co-operative school seeks to enact "thicker", 'collective forms' of democratic engagement against a backdrop of English education policy based on individualistic notions of democracy as freedom of choice. The findings point to the need for a different policy understanding of school engagement, an understanding that suggests engagement is about the process of developing more equitable, collaborative relationships with stakeholders and rests on the repositioning of students, parents and community members -- from 'choosers' and 'consumers' to a collective public in education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01