Competing Values: How Viable Are Collaborative Partnerships in the Competitive Environment of England's Education System?

This paper is a study of collaborative partnerships in education. It uses qualitative research methodology to explore case studies of three partnerships within a British city. Written from the 'insider' perspective of a headteacher, it uses personal reflection to make sense of experience i...

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Bibliographic Details
Published in:Work based learning e-journal 2017, Vol.7 (1), p.64
Main Author: Bain, Richard
Format: Article
Language:English
Subjects:
Accountability
Administrator Attitudes
Barriers
Capacity Building
College School Cooperation
Competition
Educational Change
Foreign Countries
Governance
Government Role
Institutional Cooperation
Integrity
Money Management
Moral Values
Partnerships in Education
Power Structure
Principals
Program Effectiveness
Secondary Schools
Social Influences
Trust (Psychology)
Vocational Education
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Summary:This paper is a study of collaborative partnerships in education. It uses qualitative research methodology to explore case studies of three partnerships within a British city. Written from the 'insider' perspective of a headteacher, it uses personal reflection to make sense of experience in relation to a context of unprecedented change in education (Greany, 2015, p. 19), which is driven by 'technologies of power' (Ball, 2003, p. 215), especially market forces, performativity and managerialism. These technologies of power have established a new moral environment (Ball, 2013, p. 25) which is at odds with the values of moral purpose (Fullan, 2005, p. 68). From analysis of interviews with school leaders the paper describes the benefits and drawbacks of partnership working in terms of collective power and collective impotence. It proposes a framework for what makes partnership succeed or fail, but with the major proviso that the most apparently secure partnership can be swept aside by the whims of government.
ISSN:2044-7868
2044-7868