Contextualising policy work: policy enactment and the specificities of English secondary schools

Meg Maguire; Sharon Gewirtz; Emma Towers; Eszter Neumann

doi:10.1080/02671522.2019.1601758

Contextualising policy work: policy enactment and the specificities of English secondary schools

Meg Maguire, Sharon Gewirtz, Emma Towers, Eszter Neumann

Institute for Minority Studies, Centre for Social Sciences, Hungarian Academy of Sciences

Research output: Contribution to journal › Article › peer-review

19 Citations (Scopus)

284 Downloads (Pure)

Abstract

This paper returns to a long-standing theme in education research, the ways in which ‘contextual factors impact on what schools do, as well as directly on what pupils achieve’ (Lupton, 2004, 4). Drawing on a project designed to explore the early effects of reforms to national examinations, the curriculum for 14−16 year olds and school accountability measures in English secondary schools, this paper considers the perceptions and experiences of teachers currently charged with enacting these reforms specifically in the light of their situated school realities in three different settings. A case is made for a contextually sensitive approach towards policy making and policy enactment that takes account of some of the more nuanced distinctions among schools’ contextual positionings.

Original language	English
Journal	Research Papers in Education
Early online date	9 Apr 2019
DOIs	https://doi.org/10.1080/02671522.2019.1601758
Publication status	E-pub ahead of print - 9 Apr 2019

Keywords

English secondary schools
Policy contexts
policy enactment

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10.1080/02671522.2019.1601758

Contextualising policy work_MAGUIRE_Accepted30January2019_GREEN AAMAccepted author manuscript, 328 KB

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Contextualising policy work: policy enactment and the specificities of English secondary schools

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