Policy and ideologies in schooling and early years education in England: implications for and impacts on leadership, management and equality

Robertson, Leena Helavaara ORCID: https://orcid.org/0000-0002-0641-8286 and Hill, Dave (2014) Policy and ideologies in schooling and early years education in England: implications for and impacts on leadership, management and equality. Management in Education, 28 (4) . pp. 167-174. ISSN 0892-0206 [Article] (doi:10.1177/0892020614550468)

Abstract

In this article we begin by discussing ‘ideology’ as a theoretical construct, and the interconnections between policy and ideology in the education system in England. We analyse the main principles of education policies that can be broadly defined from Left to Right, according to the following ideologies: Marxism/Socialism/Radical Leftism, Social Democracy, Liberal-Progressivism, Neoliberal Conservatism and Neoconservatism. We then move on to analysing responses to inequalities, as informed by different ideological positions, and identify three main types of responses: (1) conforming; (2) reforming; and (3) transforming. The article concludes by addressing some historical developments in terms of equality in early years and identifies key implications for leadership and management.

Item Type: Article
Additional Information: Special Issue: Early childhood education: participation in policy and practice
Research Areas: A. > School of Health and Education > Education
Item ID: 16556
Useful Links:
Depositing User: Kristina Repova
Date Deposited: 29 May 2015 13:44
Last Modified: 25 Sep 2020 13:06
URI: https://eprints.mdx.ac.uk/id/eprint/16556

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