Ranson, Stewart. (2012) Schools and civil society : corporate or community governance. Critical Studies in Education, Vol.53 (No.1). pp. 29-45. ISSN 1750-8487

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Abstract

School improvement depends upon mediating the cultural conditions of learning as young people journey between their parochial worlds and the public world of cosmopolitan society. Governing bodies have a crucial role in including or diminishing the representation of different cultural traditions and in enabling or frustrating the expression of voice and deliberation of differences whose resolution is central to the mediation of and responsiveness to learning needs. A recent study of governing bodies in England and Wales argues that the trend to corporatising school governance will diminish the capacity of schools to learn how they can understand cultural traditions and accommodate them in their curricula and teaching strategies. A democratic, stakeholder model remains crucial to the effective practice of governing schools. By deliberating and reconciling social and cultural differences, governance constitutes the practices for mediating particular and cosmopolitan worlds and thus the conditions for engaging young people in their learning, as well as in the preparation for citizenship in civil society.

Item Type:	Journal Article
Subjects:	L Education > LB Theory and practice of education
Divisions:	Faculty of Social Sciences > Institute of Education
Library of Congress Subject Headings (LCSH):	School boards -- Great Britain, Academic achievement -- Great Britain, Educational sociology, Citizenship -- Study and teaching
Journal or Publication Title:	Critical Studies in Education
Publisher:	Routledge
ISSN:	1750-8487
Date:	31 January 2012
Volume:	Vol.53
Number:	No.1
Page Range:	pp. 29-45
Identification Number:	10.1080/17508487.2012.635670
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access
Description:	Special Issue: Rethinking Educational Systems, Policy and Schools
Funder:	Economic and Social Research Council (Great Britain) (ESRC), Wales. Welsh Assembly Government, CfBT Education Trust
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URI:	http://wrap.warwick.ac.uk/id/eprint/39111

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