In this paper, I argue that power promised to England's teachers by the 2010 'Importance of Teaching' white paper has rather played out as a reformulation of methods of policymaking to more indirect modes of government control. I trace the growth of government control in English schools, promised front-line power in 2010 and a rise in…

The essay examines the state of the American Educational Studies Association and Social Foundations of Education through the lenses of auto-ethnography and critical reflection. A discussion of the relevance of the AESA and social foundations in the context of transformative education for scholars from marginalized communities is central to the…

The research focuses on the complexities associated with contemporary rural primary school leadership. The paper draws on in-depth ethnographic research undertaken in two contrasting English rural primary schools and their surrounding community over a period of three years and in particular the experiences and perspectives of the two head teachers…

This paper explores how bureaucracy impedes the implementation of higher education (HE) policy at Japanese universities. Administrative systems employ Weberian legal-rational bureaucratic practices that are central to the institutional identity of a university. Rather than the means to internationalisation and reform in general, these systems…

This article examines a grassroots parent organizing effort in a large, high-poverty, urban school district. Drawing from ethnographic field research at a community-based popular education organization, the study describes how parent organizers worked to educate and mobilize Latina/o immigrant parents on issues of educational justice and equity.…

There has been a growing concentration of high-achieving students attending selective public schools of choice as part of the neoliberal reforms of education. While this growth has had an eroding effect on the aim of inclusivity in public education, few have explored this development as a new segment of elite schooling. This paper fills this gap…

This article presents an autoethnographic and theoretical reflection on my justifications for the use of "neoliberal deconstruction" in the undergraduate social foundations classroom. I engage the reader in a discussion concerning the need to make neoliberal agendas, as they pertain to corporate reform in education, salient to students.…

This article presents findings from an ethnographic study that explored how participation in an educator network contributed to the production of meaning, identity, and agency among the teachers and school district administrators involved. Prominent in this process were the differences between practice in the network, consisting of dialogue…

Practice is not created and developed by individual teachers but is subject to what Kemmis and Grootenboer called "extra-individual conditions" and cultural histories. The "expectations" around teaching do much to create stereotypes and conformity around how to teach and how to act in schools. This paper explores a teacher's…

This monograph, part of a series that attempts to bring a particular intellectual perspective to bear on the practical problems of administering education, points out that educational administration as a field of study is of limited use in coming to terms with the complexity and value-laden nature of educational practice. Language and cultural…