Young, H;
(2016)
Asking the 'right' questions: the constitution of school governing bodies as apolitical.
Journal of Education Policy
, 31
(2)
pp. 161-177.
10.1080/02680939.2015.1062145.
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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.
| Type: | Article |
|---|---|
| Title: | Asking the 'right' questions: the constitution of school governing bodies as apolitical |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/02680939.2015.1062145 |
| Publisher version: | http://dx.doi.org/10.1080/02680939.2015.1062145 |
| Language: | English |
| Additional information: | This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education Policy on 13 July 2015, available online: http://www.tandfonline.com/10.1080/02680939.2015.1062145. |
| Keywords: | democracy, education policy, Foucault, policy technology, school governing bodies |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1492732 |
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