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• W2579287194 abstract "The marketisation of the educational sector continues to shape educational provision,policy and practice on a worldwide scale (Apple, 2001; Ball, 2008; Giroux, 2004),ostensibly providing ‘freedom’ through the conflation of consumer ‘choice’ and ‘equalityof opportunity’ via the invisible hand of the market. The assumption that competitivemarkets will produce better schools and outcomes for their students veils the extent towhich a large proportion of the world’s population are positioned as marginal actors,unable to ‘compete’ or ‘choose’ as equals, as they engage on a significantly uneven playingfield (Mills & McGregor, 2014; Reay, 2012). Historical and global (cf. Fielding & Moss,2011; Neill, 1990; Wrigley et al., 2012) examples of democratic alternatives to thetraditional institution of ‘the school’ have provided rich evidence of the radical possibilitiesfor social change in the form of case studies and academic critique. However, the absenceof a cohesive platform which allows a multiplicity of voices and diverse contexts tocollaborate together and develop a more effective voice, risks positioning these moreradical models at the fringe of educational reform. This represents a significant challengefor extending democracy within educational contexts. The co-operative movementrepresents a possible solution to this, especially in terms of developing its capacity to createa powerful alliance of partners which can reorient the means and ends of public educationtowards social justice. Indeed, in just six years co-operative schools have come to representthe third largest grouping within the English public education system (Munn, 2013) and inJanuary 2014, there were just over 700 schools in the UK which have committed toadopting co-operative values (self-help, self-responsibility, democracy, equality, equity,solidarity, openness and honesty, social responsibility and caring for others) within thevery heart of their school’s ethos (Shaw, forthcoming, 2015).Although the first English co-operative trust school opened in 2008, sustainedanalysis of this model has not been undertaken to date. Therefore, this researchproject attempts to offer the beginnings of a critical conversation that considers thepossibilities and challenges that such a model of schooling might have to offer byundertaking a systematic examination of the recent emergence of a ‘co-operative’model of public schooling from within the socio-historical context of decades of neoliberaleducational ‘reforms’. This piece of research maps out how this model is variously conceived as a more ethical brand by some, and as a radical project whichcreates the necessary conditions for democracy and social justice to flourish byothers. This research therefore, seeks to understand how tropes of “getting it” bothconstitute and confuse readings of freedom and equality in education as nascentunderstandings of co-operative school membership become slippery subjects of cooperativeschool discourse. By undertaking a critical discursive analysis of claims thatco-operative school governance structures allow everyone to ‘have a say’, this thesisdevelops a theoretical engagement and provocation of ‘voice’ in education as itbecomes increasingly troubled with and by attempts to answer the question, ‘what isa co-operative school?’ and ‘what can it do?’ In order to answer these questions, datadrawn from critical ethnographic fieldwork undertaken at three co-operative trustand academy schools during 2012-13 was considered alongside discourse analysis ofan emerging body of ‘texts’ that sought to inform and promote ‘co-operation’ inschool.As a result of exploring the accounts of Others who offered a range of narratives thatreflect the ‘making up’ (Hacking, 1990) of the co-operative subject, these differentversions of events brought into view both the challenges and the possibilities that ‘cooperative’schools and their members face; as the values and principles of cooperationare also shaped (but not necessarily determined) by claims made forequality which reflect the messiness of everyday school life. Furthermore, this piece ofresearch highlighted the extent to which students’ experiences of “getting it” (cooperativeschooling) troubled corresponding rights to be included in decision-makingprocesses as the conditions of co-operative school membership are intersected bymultiple axes of difference and inequality, both within educational discourse and inwider society.This research suggests that despite the promising emergence of a model of schoolingthat places a collective approach to civil society at its core, historical asymmetries ofpower and entrenched marketisation of educational provision and practice tended toprevail. This severely limited the extent to which schools were able to create theconditions of possibility for everyone to “get it” and ‘have a say’. I thus argue that, inorder for co-operative schools to resist the neo-liberal appropriation of freedom through the lens of the ‘rational’ individual consumer of education, significantrestructuring of governance arrangements is required alongside considerableadvocacy work that addresses students’ rights to be included and protected as fullmembers of the school community. This thesis closes with a number of observationsand recommendations that contribute to reinvigorating the debate about what cooperativeschooling can do, in addition to highlighting how this research project offersfurther insight about the conceptual and methodological dilemmas that work toshape the construction of children’s agency and subjectivities as students are variouslypositioned as heterogeneous subjects of co-operative education and educationalresearch." @default.
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• W2579287194 date "2014-01-01" @default.
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• W2579287194 title "For “getting it”: an ethnographic study of co-operative schools" @default.
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