University of Hertfordshire

By the same authors

Documents

  • Sophie Ward
  • Carl Bagley
  • Philip Woods
  • Tom Hamilton
  • Jacky Lumby
  • Amanda Roberts
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Original languageEnglish
TypePaper prepared for European Policy Network on School Leadership
PublisherEPNoSL
Number of pages13
Publication statusPublished - 2013

Abstract

In this paper we adopt a critical perspective on the implementation of policy on school leadership and equity in Scotland, viewing policy as both an attempt to solve problems and an attempt to persuade social actors to subscribe to particular beliefs that delineate action. We begin by offering a definition of “policy response”, and then examine how policy “conversations” establish consensus around such things as school leadership and equity. We examine Scottish policy on school leadership and equity and consider what practices this policy does, and does not permit. In so doing, our examination of the implementation of policy on school leadership and equity in Scotland acknowledges that such policy is in part extemporized, and in part the attempt to make inevitable a “de-stated” account of governance. We conclude by contextualising our forthcoming empirical study of the Leadership Standards for Social Justice in Scotland

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