Stuck at the bottom with who? A diffractive ethnography of 'stuckness' in a post industrial northern town.

目的-该项目旨在重新定义学校和社区中“停滞”、“衰退”和“脱离”的概念。利用衍射透镜，它将超越人类，进入可能形成社区教育观念的地方和（情感）历史。该研究旨在为围绕所谓“棘手”学校的文献做出重大贡献，从而试图确保在面对有增无减的新自由主义“政策过度活跃”时，所有社区都能获得更公平、更有效的教育机会（Ball, 2018）。背景：“截至2019年8月底，估计仍有21万名学生在被困学校接受教育。尽管有旨在改善学校的支持、干预和检查系统，但对这些孩子来说，一切都没有改变。正如Ofsted指出的那样，通过改变学校领导、教师和家长的做法和行为来“解决”失败学校的一系列举措被认为是无效的；这导致了“被困”学校的概念。尽管明显承认长期以来的政策失败，但这些“棘手”的学校和他们的社区仍然通过同质化的赤字镜头来看待。“解决方案”继续被暗示，同时出现并（重新）产生关于学校领导、从业者、家长和年轻人的病态比喻，这是我在学校的职业生涯中注意到的。为了回应无效方法的“僵化”，以及对父母（被认为没有抱负）和他们的孩子（被贴上行为不良和视野有限的标签）的指责言论，该提案采取的立场是，存在其他了解方式，应该被听到。这是及时的，考虑到先进的政策叙述，以及对熟悉的“问题”提出的“解决方案”范围有限，这些问题可能会导致我们走上陈旧的“车辙之路”（Hackett, 2017）。跨越学科界限的重构和重新想象暗示着另一个未来，同时“与社区一起创造新的知识”（Pahl 2014）。关于边缘化社区父母和儿童的病态化（Hackett, 2017; Jones, 2018； Mayes等人，2019），以及提供可扩展、可复制的“解决方案”的政策反应的有效性（Ball, 2018； Gillies等人，2017;Kuchirko, 2017），已经写了很多文章。正规教育中的官僚主义和监督的非人性化影响创造了“不断推动未来，朝着乐观的线性“进步”，这是目标，但从未实现”（Jones 2019，第109页）。它产生了成功和失败的二元对立，这是教育不平等（Ball, 2018）和“维持白人异性恋男性的特权和统治”（Mayes等人，2019）的共谋。因此，迫切需要关于当进步停止有意义时会发生什么的替代叙述（Tsing, 2015; Thiel, 2020）。作为回应，本研究将强调特定于地点的知识（Mayes等人，2019年），因此往往会“从视野中溜走”（Carini， 2001年），通过关注“塑造社区理解方式的地点的隐性经验知识”Pahl（2014年，第37页），并采用Facer等人（2016年）所谓的“活知识”的承诺。认识到共同生产在描述社区内知识创造的不同过程中的价值（Pahl 2014; Walkerdine, 2016），该项目将扩展现有的学校和社区民族志研究的工作，这些研究提供了对病态话语的反击（Gillies, 2014;Reay, 2004）。为了从一个新的角度接近“停滞”的概念，本研究将采用衍射人种学方法（Gullion, 2018）。衍射人种学采用了对时间的理解，认为时间是量子的，是分布在人类和非人类身体上的能动性。

Aims - The project aims to reconceptualise the notions of 'stuck-ness', 'decline' and 'dis-engagement' within school and community. Utilising a diffractive lens, it will look beyond the human, into place and (affective) histories that might shape community notions of schooling. The research aims to make a significant contribution to the literature around so-called 'intractable' schools, thus trying to ensure access to fairer, more effective educational opportunities for all communities in the face of unabating neo-liberal 'policy hyperactivity' (Ball, 2018).Background - 'At the end of August 2019, there were still an estimated 210,000 pupils being educated in stuck schools. Despite the system of support, intervention and inspection designed to improve schools, nothing has changed for these children'. Ofsted, 2020As Ofsted point out, successions of initiatives to 'solve' failing schools by changing the practices and behaviors of school leaders, teachers and parents, have been deemed ineffective; resulting in the notion of 'stuck' schools. Despite an apparent acknowledgement of long standing policy failure, these 'intractable' schools and their communities continue to be viewed through a homogenised, deficit lens. 'Solutions' continue to be intimated, simultaneously surfacing and (re)producing pathologising tropes about school leaders, practitioners, parents and young people, which I have noticed throughout my career in schools. In response to the 'stuck-ness' of ineffective approaches, and recriminating rhetorics about parents(assumed to have no aspirations), and their children (labelled with poor behaviour and limited horizons), this proposal takes the position that other ways of knowing exist and should be heard. This is timely, given the policy narratives advanced, and the limited range of proposed 'solutions' tofamiliar 'problems' that may lead us down well worn, 'rutted paths' (Hackett, 2017). A reframing and reimagining across disciplinary boundaries hints at another future, while 'creating new kinds of knowledge with and for communities' (Pahl 2014).Much has been written about the pathologising of parents and children in marginalised communities (Hackett, 2017; Jones, 2018; Mayes et al, 2019), and the (in)efficacy of policy responses that offer scalable, replicable 'solutions' (Ball, 2018; Gillies et al, 2017; Kuchirko, 2017). The dehumanising effect of bureaucracies and surveillance within formal education creates a 'continuous push toward the future, toward an optimistic linear "progress" that is aimed for but never achieved' (Jones 2019, pg. 109). It produces binaries of success and failure that are complicit in the (re)production of educational inequality (Ball, 2018) and 'maintain the privilege and domination of the white heterosexual male' (Mayes et. al, 2019). As a result, alternate narratives about what happens when progress stops making sense (Tsing, 2015; Thiel, 2020), are urgently required.In response, this research will emphasise knowledge that is situated, specific to place (Mayes et. al, 2019), and thus tends to 'slip from view' (Carini, 2001), by attending to 'the tacit, experiential knowledge of place (that) shapes how communities are understood' Pahl (2014, pg. 37) , andadopting a commitment to what Facer et al (2016) call 'living knowledge'. Recognising the value of co-production in describing different processes of knowledge creation within communities (Pahl 2014; Walkerdine, 2016), the project will extend the work of extant ethnographic studies of schools and communities that provide a counter to pathologising discourse (Gillies, 2014;Reay, 2004). In order to approach the notion of 'stuckness' from a fresh perspective, this research will adopt a diffractive ethnographic approach (Gullion, 2018). A diffractive ethnography adopts understandings of time as quantum and agency as distributed across human and nonhuman bodies.