School effectiveness and the displacement of equity discourses in education

Morley, Louise and Rassoll, Naz (2000) School effectiveness and the displacement of equity discourses in education. Race Ethnicity and Education, 3 (3). pp. 237-258. ISSN 1361-3324

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Abstract

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

Item Type: Article
Schools and Departments: School of Education and Social Work > Education
Subjects: L Education
Depositing User: Gemma North
Date Deposited: 22 Nov 2012 11:41
Last Modified: 02 Jul 2013 15:46
URI: http://sro.sussex.ac.uk/id/eprint/42927
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