Local authorities as actors in the emerging “school-led” system in England

CRAWFORD, Megan, MAXWELL, Bronwen, COLDRON, John and SIMKINS, Timothy (2020). Local authorities as actors in the emerging “school-led” system in England. Educational Review.

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Official URL: https://www.tandfonline.com/doi/full/10.1080/00131...
Link to published version:: https://doi.org/10.1080/00131911.2020.1739625


Most research to date about the English government’s policy to make schools independent of local authorities (LAs) has looked at the ‘macro’ level of national policy and at the ‘micro’ level of the institution. The study of which this article is a part explores changes at the ‘meso’ level of the locality. Over a period of six years 52 semi-structured interviews were carried out with key actors at school, LA and local system levels in three areas. Participants were chosen purposively because of their key positions in the local schooling systems. The article focuses on the role of the LA as an actor in the ‘school led’ system, and explores how LAs are repositioning their role and enacting influence in new ways. The article also discusses how changes in local arenas over time have been affected by the different responses to academisation of primary and secondary schools. The article uses an adaptive theory methodology (Layder, 1998) to bring together theorising set out in earlier articles and theory generated by others with theory generated from this new analysis.

Item Type: Article
Uncontrolled Keywords: Education; 13 Education
Identification Number: https://doi.org/10.1080/00131911.2020.1739625
SWORD Depositor: Symplectic Elements
Depositing User: Symplectic Elements
Date Deposited: 22 Apr 2020 15:06
Last Modified: 07 Oct 2021 01:18
URI: https://shura.shu.ac.uk/id/eprint/26147

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