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School effectiveness and the displacement of equity discourses in education

journal contribution
posted on 2023-06-08, 13:51 authored by Louise Morley, Naz Rassoll
An essential aspect of school effectiveness theory is the shift from the social to the organisational context, from the macro- to the micro-culture. The school is represented largely as a bounded institution, set apart, but also in a precarious relationship with the broader social context. It is ironic that at a time when social disadvantage appears to be increasing in Britain and elsewhere, school effectiveness theory places less emphasis on poverty, deprivation and social exclusion. Instead, it places more emphasis on organisational factors such as professional leadership, home/school partnerships, the monitoring of academic progress, shared vision and goals. In this article, the authors evaluate the extent to which notions of effectiveness have displaced concerns about equity in theories of educational change. They explore the extent to which the social structures of gender, ethnicity, sexualities, special needs, social class, poverty and other historical forms of inequality have been incorporated into or distorted and excluded from effectiveness thinking

History

Publication status

  • Published

Journal

Race Ethnicity and Education

ISSN

1361-3324

Publisher

Taylor and Francis

Issue

3

Volume

3

Page range

237-258

Department affiliated with

  • Education Publications

Full text available

  • No

Peer reviewed?

  • Yes

Legacy Posted Date

2012-11-22

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