Show simple item record

dc.contributor.authorColdron, J
dc.contributor.authorCrawford, Megan
dc.contributor.authorJones, S
dc.contributor.authorSimkins, T
dc.date.accessioned2018-08-13T10:16:08Z
dc.date.available2018-08-13T10:16:08Z
dc.date.issued2015-09-03
dc.identifier.issn0268-0939
dc.identifier.issn1464-5106
dc.identifier.urihttp://hdl.handle.net/10026.1/12022
dc.description.abstract

In interviews as part of a research study of structural reform in England, some tension between primary head teachers 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.

dc.format.extent671-687
dc.languageen
dc.language.isoen
dc.publisherInforma UK Limited
dc.subjectprimary schools
dc.subjectsecondary schools
dc.subjectrelations between schools
dc.subjectcapital
dc.subjectEngland
dc.titleThe positions of primary and secondary schools in the English school field: a case of durable inequality
dc.typejournal-article
dc.typeJournal Article
plymouth.author-urlhttps://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000356593500004&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=11bb513d99f797142bcfeffcc58ea008
plymouth.issue5
plymouth.volume30
plymouth.publication-statusPublished
plymouth.journalJournal of Education Policy
dc.identifier.doi10.1080/02680939.2014.972989
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business
plymouth.organisational-group/Plymouth/Users by role
dc.identifier.eissn1464-5106
dc.rights.embargoperiodNot known
rioxxterms.versionofrecord10.1080/02680939.2014.972989
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.typeJournal Article/Review


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record


All items in PEARL are protected by copyright law.
Author manuscripts deposited to comply with open access mandates are made available in accordance with publisher policies. Please cite only the published version using the details provided on the item record or document. In the absence of an open licence (e.g. Creative Commons), permissions for further reuse of content should be sought from the publisher or author.
Theme by 
Atmire NV