NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1061173
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-0268-0939
Changing Headship, Changing Schools: How Management Discourse Gives Rise to the Performative Professionalism in England (1980s-2010s)
Tseng, Chun-Ying
Journal of Education Policy, v30 n4 p483-499 2015
This paper focuses on the discursive shifts of emphasis of school headship since the 1980s in England, and the ways in which the repositioning of head teachers has gradually transformed professional work and relationships in schools via a discourse of management. Specifically, the paper identifies a "trilogy of school headship in England" to indicate a process by which school headship has been repositioned--from head teacher, to manager, and to leader from the Education Reform Act of 1988 onwards. Drawing primarily on policy texts, the construction, within policy, of a head teacher endowed with power, responsibility and freedom will be detailed. Informed by both Fairclough and Foucault's conceptions of discourse, this paper concludes that as a policy technology management subjects head teachers to "a twin process of autonomization plus responsibilization" within which they become the linchpin of the delivery chain of policy and play a key role in the formation of "performative professionalism".
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
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)
Identifiers - Laws, Policies, & Programs: Education Reform Act 1988 (England)