The policy discourse of networking and its effect on school autonomy: a Foucauldian interpretation

Abstract

Policy discourse officially operates to distinctly influence public perception in an irrevocable and normalising manner. In a Maltese educational scenario of gradual decentralisation and increased accountability, I explore the ‘effects’ of both the global and the local policy discourse of networks and networking on the practising leaders, in addition to their reaction to the policy document mandating these multi-site school collaboratives, with a particular interest on their imposed nature and how this reform impinged on individual school autonomy. This research adopts a case study methodology, with data collected through in-depth, semi-structured interviews; participant observation; and documentary analysis, interpreted via a Foucauldian theoretical framework through narrative analysis. The findings reveal an inherent tension among autonomy, centralisation, and decentralisation both within the policy discourse and the unfolding network leadership dynamics. This paper has particular philosophical implications for educational policy, practice, and theory in an educational scenario of school policy globalisation.

Keywords:

• accountability
• autonomy
• (de)centralisation
• Foucault
• policy discourse
• school networks/collaboratives

Notes on contributor

Dr Denise Mifsud is a full-time lecturer in education at the University of the West of Scotland. She has very recently been awarded her Ph.D. by the University of Stirling. Research areas of interest include educational policy analysis, generation, reception and enactment; leadership theories, with a particular interest in educational leadership, especially distributed forms; school networks and educational reform; power relations; Foucauldian theory; Actor-Network theory, as well as qualitative research methods, with a particular focus on narrative, as well as creative and unconventional modes of data representation.

Notes

1 This is a monthly meeting, specified in the Education Act, where the Principal and the Heads of the constituting schools discuss leadership matters concerning the college.

2 This is a reference to the Director General.

3 The ‘School Development Plan’ is drawn up by the Head of each individual school together with the other School Management Team members, according to the needs of their school.