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Title: An Innovative strategy to re-build trust in educational governance systems after 40 years of English destabilising rapid reforms
Authors: Taysum, Alison
First Published: 25-Apr-2019
Publisher: Taylor & Francis (Routledge)
Citation: Journal of Educational Administration and History, 2019
Abstract: The paper explores the relationship between levels of equity and levels of trust in the English education system from 1944 to 2018. The conceptual framework is that of centralised and decentralised decision making in education governance systems taking a socio-historiographical approach. Evidence reveals the impact of rapid government-initiated reforms is system losses of valuable resources, and decreased morale of key change implementers. An innovative strategy for self-governance is presented with Intended Learning Outcomes (ILOs) that education system community members can (a) make observations, (b) develop/affirm beliefs, (c) develop methods to critique and test externally imposed rapid change and theories that inform good acts; (d) test for proof of concept, (e) develop principles of self-governance and trust in governance systems. Research to test proof of concept is recommended.
DOI Link: 10.1080/00220620.2019.1605341
ISSN: 0022-0620
eISSN: 1478-7431
Embargo on file until: 25-Oct-2020
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. (
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

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