A timely contribution to the debate on educational governance and equality, the World Yearbook of Education 2020 documents the significant changes that have occurred in the last 20 years reflecting a widespread shift from government to governance. Considering school context as well as specific school responses around the emergence of particular forms of governance, this book presents and contextualises a clear historical account of governance and accountability within schooling.
Organised into three sections covering: Changing contexts of school governance; stakeholders and ‘responsibilisation’; and radical governance, carefully chosen contributors provide global insights from around the world. They consider educational outcomes and closing the inequality gap and they document radical forms of governance, at local level, which have sought to create more equitable governance, intelligent accountability and greater involvement of key stakeholders such as students.
Providing a series of provocations and reminders of the possibilities that remain open to us, the World Yearbook of Education 2020 will be of interest to academics, professionals and policymakers in education and school governance, and any scholars who engage in historical studies of education and debates about educational governance and equality.
Table of Contents
Contributors; 1. Introduction; PART I Changing contexts of school governance; 2. Can equity survive governance? Politics, accountability and local control in US education; 3. New modes of collaborative governance: Governing collaborations in a new school landscape, power, control and communication; 4. Nordic School Governance: Networking in Broken Chains; 5. The Emergence of Evidence-based Governance Models in the State-Based Education Systems of Austria and Germany.;
PART II Stakeholders and ‘responsibilisation’; 6. Technologies in rational self-management: Interventions in the ‘responsibilisation’ of school governors; 7. Education governance and the responsibility to include: teachers as a site of discursive tension; 8. Governing inclusion: A principal and a governor in conversation; 9. The micro-politics of parental involvement in school governance; PART III Radical governance; 10. Stronger Smarter: Transformational change for Australian schools with rock-solid foundations in the Early Years; 11. Lessons from the AIME approach to the teaching relationship: valuing biepistemic practice; 12. Is participation a ‘sick word’? New insights into student democratic participation in light of research in Spanish schools.; 13. Democratic alternatives in a neoliberal age? Co-operation, governance and schooling; Afterword
Julie Allan is Professor of Equity and Inclusion and Head of the School of Education at the University of Birmingham, UK.
Valerie Harwood is Professor of Sociology and Anthropology of Education at the University of Sydney, Australia.
Clara Rübner Jørgensen is Research Fellow within the Department of Disability, Inclusion and Special Needs at the University of Birmingham, UK.