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ERIC Number: EJ1047654
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
Reference Count: 67
ISSN: ISSN-0268-0939
Professionalizing School Governance: The Disciplinary Effects of School Autonomy and Inspection on the Changing Role of School Governors
Wilkins, Andrew
Journal of Education Policy, v30 n2 p182-200 2015
Since the 1980s, state schools in England have been required to ensure transparency and accountability through the use of indicators and templates derived from the private sector and, more recently, globally circulating discourses of "good governance" (an appeal to professional standards, technical expertise, and performance evaluation as mechanisms for improving public service delivery). The rise of academies and free schools ("state-funded independent schools") has increased demand for good governance, notably as a means by which to discipline schools, "in particular school governors"--those tasked with the legal responsibility of holding senior leadership to account for the financial and educational performance of schools. A condition and effect of school autonomy, therefore, is increased monitoring and surveillance of all school governing bodies. In this paper, I demonstrate how these twin processes combine to produce a new modality of state power and intervention; a dominant or organizing principle by which government steer the performance of governors through disciplinary tools of professionalization and inspection, with the aim of achieving the "control of control". To explain these trends, I explore how various established and emerging school governing bodies are (re)constituting themselves to meet demands for good governance.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)