'Indentured Autonomy': Headteachers and Academisation Policy in Northern England

Autor/inn/en	Thompson, Greg; Lingard, Bob; Ball, Stephen J.
Titel	'Indentured Autonomy': Headteachers and Academisation Policy in Northern England
Quelle	In: Journal of Educational Administration and History, 53 (2021) 3-4, S.215-232 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thompson, Greg)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2020.1850433
Schlagwörter	Educational History; Governance; Institutional Autonomy; Professional Autonomy; Teacher Attitudes; School Administration; Educational Change; Positive Attitudes; Foreign Countries; Outcomes of Education; Educational Benefits; Educational Policy; Policy Analysis; Charter Schools; Politics of Education; Secondary Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Institutionelle Autonomie; Berufsfreiheit; Lehrerverhalten; Bildungsreform; Ausland; Lernleistung; Schulerfolg; Bildungsertrag; Politics of education; Politikfeldanalyse; Charter school; Charter-Schule; Sekundarbereich
Abstract	The academisation of schooling in Northern England is an example of a new mode of educational governance that promises greater autonomy for schools and school leaders. A common claim regarding the benefits of academisation is that it will improve student outcomes by delivering greater autonomy for Headteachers. In this paper, six Headteachers from Northern England, who had decided to academise their schools for various reasons, reflect on this promised autonomy. We develop the concept of 'indentured autonomy' (an outcome of negotiating autonomy, continued precariousness and cruel optimism) to explain how these Headteachers' initial optimism for the academies programme has given way to the concern that they are probably less autonomous now than what they were previously. Paradoxically, these HTs still express a desire for autonomy, even as they reflect that the promised autonomy has not delivered what they had hoped. (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	2024/1/01