Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/43918
Title: Impact of Historical Shifts in Educational Reforms in England on empowering communities for self governance
Authors: Taysum, Alison
First Published: 2019
Publisher: Taylor & Francis (Routledge)
Citation: Journal of Educational Administration and History, 2019, In Press
Abstract: The objective of this paper is to describe and understand the English historical background of local government-initiated education policies. The paper then explores levels of equity and their correlation with levels of trust in a system. The conceptual framework is that of centralised and decentralised decision making in education governance systems. A constructivist comparative analysis approach was taken to ask a) what is the historical background of English current rapid changing governmentinitiated education policies?, b) what is the relationship between equity and trust in a system?, c) how can the findings be theorized to optimise students’ self-governance as they transition to adult citizens in the wider society? Evidence reveals the consequences of frequent and inexpedient reforms is system losses of valuable resources, and decreased morale of the key change implementers. A position that rapid reforms are needed by education systems is flawed. A model of self-governance emerges from the deconstruction of the policy analysis with Intended Learning Outcomes (ILOs) to self-govern. These include making observations; developing beliefs and methods to critique changes that will impact their lives; developing principles of trust in governance systems. Recommendations for future research to test proof of concept of the ILOs is recommended.
DOI Link: TBA
ISSN: 0022-0620
Links: TBA
http://hdl.handle.net/2381/43918
Embargo on file until: 1-Jan-10000
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2019, Taylor & Francis (Routledge). Deposited with reference to the publisher’s open access archiving policy. (http://www.rioxx.net/licenses/all-rights-reserved)
Description: The file associated with this record is under embargo until 18 months after publication, in accordance with the publisher's self-archiving policy. The full text may be available through the publisher links provided above.
Appears in Collections:Published Articles, School of Education

Files in This Item:
File Description SizeFormat 
Revised+JEAH+article+accepted+and+uploaded+on+IRIS.pdfPost-review (final submitted author manuscript)523.44 kBAdobe PDFView/Open


Items in LRA are protected by copyright, with all rights reserved, unless otherwise indicated.