Education Action Zones and their forums seek to draw together diverse constituencies of interest in order to develop and implement local plans for school improvement. As such, it has been suggested that they may better empower parents and communities (Blunkett 1999) than existing forms of school governance. This article, which is based on a textual examination of the first 25 applications for zone status, interviews with forum members, including seven EAZ Directors, and observation within two EAZs, explores the extent to which the early evidence suggests that EAZ Action Forums are offering a new way to democratise education.
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