Asking the ‘right’ questions: the constitution of school governing bodies as apolitical

Journal article


Young, H (2015). Asking the ‘right’ questions: the constitution of school governing bodies as apolitical. Journal of Education Policy. 31 (2), pp. 161 - 177.
AuthorsYoung, H
Abstract

School governing bodies in England have considerable powers and responsibilities with regard to the education of pupils. This paper draws on an analysis of policy and on qualitative research in the governing bodies of four maintained schools. It explores two policy technologies through which education and the work of school governing bodies are constituted as apolitical. Firstly, it considers the move to recruit governors with (unspecified) ‘skills’ rather than those with a representative role who might provide diverse perspectives. Secondly, it considers the technology of ‘prescribed criticality’ through which ‘effective’ governors are provided with the ‘right’ questions to ask. The paper argues that the operation of these policy technologies has significant implications for possibilities for democratic engagement in schools.

Keywordsdemocracy, education policy, Foucault, policy technology, school governing bodies
Year2015
JournalJournal of Education Policy
Journal citation31 (2), pp. 161 - 177
PublisherTaylor & Francis (Routledge): SSH Titles
ISSN1464-5106
Digital Object Identifier (DOI)doi:10.1080/02680939.2015.1062145
Publication dates
Print13 Jul 2015
Publication process dates
Deposited09 Sep 2016
Accepted09 Jun 2015
Accepted author manuscript
License
CC BY-NC-ND 4.0
Permalink -

https://openresearch.lsbu.ac.uk/item/87651

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