{"title":"The architecture of school governance: Rebuilding democratic legitimacy within an academized system","authors":"A. Allen, Nigel Gann","doi":"10.1177/08920206211068132","DOIUrl":null,"url":null,"abstract":"Successive governments, in embracing a neoliberalist ideology of decentralization and privatization, have radically reformed the nature of community-based, comprehensive state education. The transition from ‘government to governance’ (Rhodes, 1997) combined with the ideology of academization (DfE, 2010a) has created a democratic deficit 1 (Corbett, 1977). Academies are placed outside of local elected scrutiny or community-based accountability systems and governance legitimacy is in crisis (Glatter, 2013). This article explores the problematization of academized governance (Allen and Gann, 2017) with respect to the democratic deficit and the consequential lack of stakeholder engagement – argued as unethical within a democratic society and a system that frequently leads to failings of accountability (Wilkins, 2016). Utilizing the conceptual lens of Empowered Participatory Governance (EPG) (Fung and Wright, 2003), the authors seek to present a new architecture of governance that seeks to restore democratic legitimacy. Democratic governance innovations, the micro-governance network (Allen, 2017) and a refreshed local education board (Gann, 2021) provide a new architecture for a post new governance environment and, in so doing, a counter-narrative to the rhetoric of academization.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"36 1","pages":"11 - 17"},"PeriodicalIF":2.5000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Management in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/08920206211068132","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Successive governments, in embracing a neoliberalist ideology of decentralization and privatization, have radically reformed the nature of community-based, comprehensive state education. The transition from ‘government to governance’ (Rhodes, 1997) combined with the ideology of academization (DfE, 2010a) has created a democratic deficit 1 (Corbett, 1977). Academies are placed outside of local elected scrutiny or community-based accountability systems and governance legitimacy is in crisis (Glatter, 2013). This article explores the problematization of academized governance (Allen and Gann, 2017) with respect to the democratic deficit and the consequential lack of stakeholder engagement – argued as unethical within a democratic society and a system that frequently leads to failings of accountability (Wilkins, 2016). Utilizing the conceptual lens of Empowered Participatory Governance (EPG) (Fung and Wright, 2003), the authors seek to present a new architecture of governance that seeks to restore democratic legitimacy. Democratic governance innovations, the micro-governance network (Allen, 2017) and a refreshed local education board (Gann, 2021) provide a new architecture for a post new governance environment and, in so doing, a counter-narrative to the rhetoric of academization.
期刊介绍:
Management in Education provides a forum for debate and discussion covering all aspects of educational management. We therefore welcome a range of articles from those dealing with day-to-day management to those related to national policy issues. Our peer review policy helps to enhance the range and quality of the articles accepted supporting those new to publication and those that are more expereienced authors. We publish research findings, opinion pieces and individual stories and our contributors come from all sectors of education.