118 research outputs found
London 2012: how was it for us?
No full textThe London 2012 Olympics and Paralympics will be the biggest single sporting event in the UK in our lifetimes. The memories of that summer of sport will remain with us forever, but what did those four weeks tell us about ourselves, our society's values and its possibilities? This collection of critical reflections is not anti-Olympics nor against sport. The writers instead imaginatively address the reality of the Games' impact, question what the ceremonies and Team GB represented, and deconstruct the organisers' claims of economic regeneration and boosting participation. This an essential and exciting read for all who understand and appreciate that London 2012 meant something, but are unsure what. Contributors include world-class experts in Olympism, writers and journalists who reported on and were inspired by the Games, social and cultural critics, sports policy consultants and sport campaigners. Contributors: Yasmin Alibhai-Brown, Barbara Bell, Billy Bragg, Ben Carrington, Anne Coddington, Gareth Edwards, Bob Gilbert, Eliane Glaser, David Howe, Kate Hughes, Suzanne Moore, Mark Perryman, Gavin Poynter, David Renton, Andrew Simms, Mark Steel, Alan Tomlinson, Zoe Williams. Mark Perryman is the author of the widely acclaimed Why the Olympics Aren't Good For Us And How They Can Be. During London 2012 he was a frequent media commentator on the politics of the Games
Improvement after inspection
No full textThis article is based on a case study of one English secondary school in the three years following its release from Special Measures. Having followed the school's successful improvement (in inspection terms) while under Special Measures, I was interested to know if the school would be able to sustain its improvement once the inspectors had departed. Data used are from interviews with middle and senior management detailing responses to the essential question 'is the school improving?'. I found that, although in many respects the school was maintaining its improvement, some middle and senior managers were suspicious about the long-term effects of becoming an institution so seemingly built around passing inspection. © Author
Reseña del libro "Beyond Ofsted. An inquiry into the future of school inspection", de Jane Perryman et. al.
No full textReseña del libro de Perryman, J., Bradbury, A., Calvert, G. Kilian, K. (2023). Beyond Osted. An inquiry into the future of school inspection. Final Report of Inquiry. London, NEU/UCL
Cultural humility: from power imbalance to mutuality and intentional respect; promoting culturally relevant occupation-focused client-centred practice
No full textCultural humility is a stance towards understanding culture. It requires a commitment to lifelong learning. It is a conscious self-reflection on one’s own assumptions and practices. As a practitioner you can take comfort with not knowing, and recognition of the power and privilege imbalance that exists between clients and health professionals (Hammell, 2013). Presented by Michelle Perryman, MSc, HCPC, University of Cumbria, Carlise, United Kingdom. Additional speaker: Virginia Stoffel, PhD, OT, FAOTA, University of Wisconsin-Milwaukee, Milwaukee, WI. Contributing Author: Karen Morris, PhD, MSc, PgD, PgCLT (HE) BScOT, SFHEA, HCPC registered
Playing the ITE Field: from a game of strategy to chance. A Bourdieusian analysis of perspectives on policy in Initial Teacher Education in England
No full textThis thesis critically analyses how government policy in Initial Teacher Education (ITE) in England was experienced by those working in the field in schools and universities at two data collection points in 2017 and 2023. The findings from 33 interviews are analysed to show that government policy acted as the field of power to define what was valued as capital in ITE. The policy shifted from a context in which the rules of the game were clear to the players to one in which the valued capital became arbitrary and the rules opaque. The concepts of collaboration and competition are used to illuminate the contradictory and confusing nature of the game, in which schools and universities were often pitted in competition with one another in the ITE market, yet collaboration was necessary for partnership arrangements.
My research uses a Bourdieusian theoretical lens to examine the concepts of field, field of power, capital and habitus to show how power at the two points in time was unevenly distributed amongst the agents working in the ITE field.
This research explores how policy moves by the government at the time created an inequitable market for ITE which disadvantaged some agents in the field and favoured others. By illuminating this engineered market, I hope to extend understanding of the role of policy in ITE and how it impacts on the profession more widely. The findings contribute to the field of critical policy analysis in relation to ITE, showing that by regulating the market, the arm of the state can influence how and where initial teacher education takes place, what is taught in an ITE curriculum and how new teachers are inducted into the profession
Beyond the ‘terrors of performativity’: dichotomies, identities and escaping the panopticon
No full textThis article examines the influence of Stephen Ball’s work through the eyes of two former teachers turned academics who met through a mutual interest in his paper, ‘The teacher’s soul and the terrors of performativity’. We note our personal reactions to this particular paper and how Ball’s body of work has and continues to influence our thinking, careers and research. We note that his highly readable, provocative style of writing and passionate denunciation of league tables, inspections and the associated paraphernalia of control that appear central to neoliberal models of educational governance continue to prove useful in understanding global educational policy. This article also critically engages with the effects of such a seminal paper on the lived experience of the teaching profession. The first author argues that while Ball’s writing is useful to understand the pressures and struggles that teachers face, Ball’s use of Foucauldian notions such as ‘docile bodies’ and ‘subject-position’ can be seen to flatten out teachers, rendering them passive bystanders rather than agentic professionals. The second author revisits and recalls the influence of the paper on her early work, particularly on her concept of ‘panoptic performativity’, and the impact that the paper, and Stephen Ball’s work in general, continues to have on the wider field
Inspection and Emotion
No full textIn this paper I explore the emotional impact of inspection on the staff of a school in the two years between Ofsted1 inspections. Using data from one school undergoing inspection, I argue that the negative emotional impact of inspection of teachers goes beyond the oft-reported issues of stress and overwork. Teachers experience a loss of power and control, and the sense of being permanently under a disciplinary regime can lead to fear, anger and disaffection. This perhaps calls into question the whole issue of seeking school improvement by way of a system which creates such a negative emotional impact
Side Effects of School Inspection; Motivations and Contexts for Strategic Responses
No full textThis chapter introduces three categories of unintended consequences from school inspections: (1) intended strategic behaviour where schools manipulate the inspection assessment through window dressing, misrepresentation or gaming, (2) unintended strategic behaviour when schools narrow their educational practices as a result of the behaviour of the assessor and/or by the method of working used for the assessment, and (3) other types of consequences, such as stress, anxiety and increased workload. As many inspection systems use standardized student achievement tests to evaluate school output, a fourth category on unintended responses to high stakes testing will also be introduced. The results from a recent systematic literature review will be used to provide evidence of responses in each of the four categories. The review shows that most studies present examples from England and previous case study work from Perryman (J Educ Policy 21(2):147–161, 2006) will therefore offer more in-depth views of how an English school responds strategically to school inspections. The final section of the chapter provides explanations of the conditions under which such responses may occur
A study of the services rendered by the crippled children's division of the Texas State Department of Health, 1948
No full textPanoptic performativity and school inspection regimes: disciplinary mechanisms and life under special measures
No full textThis paper looks at Ofsted and particularly special measures regimes as part of a disciplinary mechanism. It examines issues such as school effectiveness theories, the increasing powers of Ofsted, and life under special measures and links it to performativity, discipline and surveillance using the metaphor of the panopticon. The change in teachers' accountability is traced, along with the rise in the audit culture in teaching, and the increase in the power of Ofsted. The research context is a case study of a school over the period 1999-2003. During this time the school was placed into special measures and provided an opportunity to examine the effects of a key Government policy. The issues researched were Ofsted, special measures and the effects that these had on schools and teachers. The paper argues that a special measures regime is an example of panoptic discipline which I call panoptic performativity. The primary research is echoed by much of the existing research and first hand accounts of Ofsted inspections. I also locate special measures regimes in the context of Lyotard's 'performativity', Foucault's 'normalization', and the school effectiveness literature
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