Golding, J;
(2017)
Policy critics and policy survivors: who are they and how do they contribute to a department policy role typology?
Discourse: Studies in the Cultural Politics of Education
, 38
(6)
pp. 923-936.
10.1080/01596306.2016.1183589.
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Abstract
This paper considers the policy ‘roles’ adopted by teachers enacting policy in a department. It draws on a longitudinal study of two secondary mathematics departments endeavouring to make deep change aligned with a demanding curriculum policy. The study validates aspects of an existing typology, demonstrates the existence of a variety of policy ‘critics’ and adds a category of ‘survivor’ teacher, showing the role can have considerable impact on enactment. The paper argues for an extension to a group construct of ‘policy role’, here at a department level, and shows that as teachers struggle to marry the constraints of the range of policies to which they are subject with the time and effort needed to maintain deeply espoused professional values, an adopted group role can serve either to support or constrain individual teacher efforts.
| Type: | Article |
|---|---|
| Title: | Policy critics and policy survivors: who are they and how do they contribute to a department policy role typology? |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/01596306.2016.1183589 |
| Publisher version: | http://dx.doi.org/10.1080/01596306.2016.1183589 |
| Language: | English |
| Additional information: | Copyright © 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
| Keywords: | Policy role, group typology, department, mathematics, survivor, critic |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1497571 |
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