Area-Based Approaches to Educational Regeneration: The Case of the English Education Action Zone Experiment

TY - JOUR

T1 - Area-Based Approaches to Educational Regeneration: The Case of the English Education Action Zone Experiment

AU - Halpin, David

AU - Dickson, Marny

AU - Power, Sally

AU - Whitty, Geoff

AU - Gewirtz, Sharon

PY - 2004/6

Y1 - 2004/6

N2 - The Education Action Zone (EAZ) experiment is one of a number of area-based regeneration initiatives (ABRIs) that have been introduced by central government in recent years in England in an attempt both to tackle social exclusion & lever up educational achievement in some of its disadvantaged localities. The policy, regarded by some of its advocates as the epitome of New Labor's 'Third Way', is premised upon the idea that different bodies (public, private, voluntary, & community) can work together to deliver localized 'joined-up solutions' to 'joined-up problems' - in this case those to do with how to address successfully persistent educational failure in poor neighborhoods. Drawing on the findings of a three & a half-year long ESRC-funded research project designed to investigate the origins, operation & impact of the EAZ policy, this article reflects on the degree to which this approach to educational regeneration is delivering on its objectives & highlights the lessons that can be learnt from its operation so far. 1 Box, 20 References. Adapted from the source document.

AB - The Education Action Zone (EAZ) experiment is one of a number of area-based regeneration initiatives (ABRIs) that have been introduced by central government in recent years in England in an attempt both to tackle social exclusion & lever up educational achievement in some of its disadvantaged localities. The policy, regarded by some of its advocates as the epitome of New Labor's 'Third Way', is premised upon the idea that different bodies (public, private, voluntary, & community) can work together to deliver localized 'joined-up solutions' to 'joined-up problems' - in this case those to do with how to address successfully persistent educational failure in poor neighborhoods. Drawing on the findings of a three & a half-year long ESRC-funded research project designed to investigate the origins, operation & impact of the EAZ policy, this article reflects on the degree to which this approach to educational regeneration is delivering on its objectives & highlights the lessons that can be learnt from its operation so far. 1 Box, 20 References. Adapted from the source document.

U2 - 10.1080/0144287042000262170

DO - 10.1080/0144287042000262170

M3 - Article

VL - 25

SP - 75

EP - 85

JO - Policy Studies

JF - Policy Studies

IS - 2

ER -