The positions of primary and secondary schools in the English school field: A case of durable inequality

COLDRON, John (2014). The positions of primary and secondary schools in the English school field: A case of durable inequality. In: ECER Conference, Porto Portugal, 1 - 5 September 2015.

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Abstract

In interviews as part of a research study of structural reform in England some tension between primary headteachers and their secondary peers was evident. This was symptomatic of a long standing difference in status between the two phases. At a time when relations between stakeholders in local systems are subject to change, we seek to understand anew why that might be the case and how the tension we found was evidence of a current difference of power within interactions between representatives of the phases. We analyse differences of size, resources, workforce, pedagogy and history and how they have resulted in different, and differently valued, practices and professional identities. We explore how attributes of the two phases have been counterposed and how , in complex interaction with wider discourses of politics, gender and age, this process has invested the differences with meanings and values that tend to relegate attributes associated with primary school. By focusing on the activation of cumulative inequality in interactions we contribute a complementary perspective to studies of perceived relative status and highlight the implications for understanding school positioning in local arenas as the role of local authorities is reduced.

Item Type:	Conference or Workshop Item (Paper)
Research Institute, Centre or Group - Does NOT include content added after October 2018:	Sheffield Institute of Education
Depositing User:	Ian Chesters
Date Deposited:	28 Nov 2014 10:37
Last Modified:	18 Mar 2021 06:08
URI:	https://shura.shu.ac.uk/id/eprint/8786

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