School leadership, school inspection and the micropolitics of compliance and resistance: Examining the hyper-enactment of policy in an area of deprivation
School leadership, school inspection and the micropolitics of compliance and resistance: Examining the hyper-enactment of policy in an area of deprivation
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学校领导、学校检查以及服从与抵抗的微观政治：审视贫困地区政策的过度制定
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Aly Colman
中科院分区：
文献类型：
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作者：
Aly Colman
本文探讨了英国教育标准局的严格审查对学校领导和政策制定的影响。数据收集在沿海地区的贫困，提供了一个详细的案例研究，在州立中学和州立小学的学校领导的设置，无论是最近或正在进行的经验，从Ofsted的严格审查。与担任领导职务的工作人员进行了17次访谈。数据和讨论的分析形成了一个政策是如何制定的理解有关的双重责任，学校领导人之间的谈判在Seatown和Ofsted的地方背景。本文认为，Ofsted强制执行一个符合规定和一致的政策制定;一个超制定的政策，降低了学校领导者的能力，以解决学校的重要社会背景。福柯关于自律技术的工作为一些学校领导者提供了微观政治空间的洞察力。关于遵守和阻力的微观政治的讨论提供了深入了解有关学校领导团队的紧张局势，并探讨了有关政策和检查活动，特别是那些在贫困地区感兴趣的问题。
This paper examines the influence of intense scrutiny from Ofsted on school leadership and policy enactment. Data was collected in a coastal area of deprivation, providing the setting for a detailed case study of school leadership in a state secondary school and a state primary school, both with recent or ongoing experience of intense scrutiny from Ofsted. Seventeen interviews were undertaken with staff involved in leadership roles. The analyses of data and discussion form an understanding of how policy is enacted in relation to the dual responsibility that school leaders negotiate between the local context at Seatown and Ofsted. This paper suggests that Ofsted forces a privileging of a compliant and consistent enactment of policy; a hyper-enactment of policy, that reduces the capacity of school leaders to address the significant social context of the school. Foucault’s work on self-disciplinary technologies provides insight into the micropolitical spaces which open up for some school leaders. The discussion on the micropolitics of compliance and resistance offers insight into the tensions pertinent to school leadership teams and explores issues relevant to those interested in policy and inspection activity, particularly those within areas of deprivation.