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British Journal of Educational Studies Volume 61, 2013 - Issue 2
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Original Articles

The Development of the Academies Programme: ‘Privatising’ School-Based Education in England 1986–2013

Anne West London School of Economics and Political Science, UKCorrespondence[email protected]
&
Elizabeth Bailey London School of Economics and Political Science, UK
Pages 137-159 | Published online: 29 May 2013

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Mark Innes. (2024) When policy intermediaries produce knowledge: A Bourdieusian analysis of the Education Endowment Foundation’s influence in a multi-academy trust. Journal of Education Policy 39:3, pages 366-383.
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Anne West, David Wolfe & Basma B. Yaghi. (2024) Governance of Academies in England: The Return of “Command and Control”?*. British Journal of Educational Studies 72:2, pages 131-154.
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Belinda C. Hughes. (2023) Writing a genealogical ethnography of a multi-academy trust. Journal of Educational Administration and History 0:0, pages 1-17.
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Basma B. Yaghi. (2023) The Pupil Premium and policy transfer in English standalone and system leader multi-academy trust academies. Research Papers in Education 38:2, pages 276-303.
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Gareth Williams, Adam Burrows & Dean Williams. (2023) “It’s about portraying that we are organised …” A case study looking at understanding identity changes within one Free school’s Physical Education and School Sport (PESS) programme. Educational Review 75:2, pages 305-323.
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Michalis Constantinides. (2023) Instructional reform and multiple institutional logics: insights from executive leadership in English Multi-Academy Trusts. Educational Review 75:2, pages 287-304.
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Anne West. (2023) School Choice (And Diversity) in the UK since 1944: Continuity, Change, Divergence and School Selectivity. Journal of School Choice 17:1, pages 15-34.
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Anna Hogan, Greg Thompson, Nicole Mockler & Rebecca Johnson. (2022) Anxiety state: fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education 52:4, pages 618-635.
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Salar Asadolahi, James Farney, Triadafilos Triadafilopoulos & Linda A. White. (2022) School choice, policy feedback effects, and policy outcomes: understanding the relationship between government policy design and parent decisions to “stay” or “defect” from public education. Comparative Education 58:2, pages 242-259.
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Anna Hogan, Greg Thompson & Nicole Mockler. (2022) Romancing the public school: attachment, publicness and privatisation. Comparative Education 58:2, pages 164-186.
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Belinda C. Hughes. (2022) Investigating the realist networks of the Chief Executive Officer of a multi-academy trust. Educational Review 74:2, pages 243-262.
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Mark Innes. (2021) The micro-politics of policy enactment in a multi-academy trust. School Leadership & Management 41:4-5, pages 334-351.
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Sarah Martin-Denham. (2021) Alternatives to school exclusion: interviews with headteachers in England. Emotional and Behavioural Difficulties 26:4, pages 375-393.
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Gareth Williams, Adam Burrows & Dean Williams. (2020) “Teachers repositioned and governed by dominant political rationalities …” Understanding performative pressures experienced by Heads of Physical Education (HoPE) within six Free Schools. Educational Review 72:6, pages 711-728.
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Hwei Ming Wong, Dennis Kwek & Kelvin Tan. (2020) Changing Assessments and the Examination Culture in Singapore: A Review and Analysis of Singapore’s Assessment Policies. Asia Pacific Journal of Education 40:4, pages 433-457.
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Sally Power & Chris Taylor. (2020) Not in the classroom, but still on the register: hidden forms of school exclusion. International Journal of Inclusive Education 24:8, pages 867-881.
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Clara Rübner Jørgensen & Julie Allan. (2020) Education, schooling and inclusive practice at a secondary free school in England. British Journal of Sociology of Education 41:4, pages 507-522.
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Nicholas Martindale. (2019) Does outsourcing school systems degrade education workforces? Evidence from 18,000 English state schools. British Journal of Sociology of Education 40:8, pages 1015-1036.
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Joanna Dennis. (2019) The logic of the marketplace and the ethic of co-operation: a case study of a co-operative school. International Journal of Inclusive Education 23:11, pages 1196-1207.
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Nadia Edmond. (2019) Higher education and the marketization of compulsory schooling: english universities and academy sponsorship. Discourse: Studies in the Cultural Politics of Education 40:4, pages 587-604.
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Anne West & Philip Noden. (2019) ‘Nationalising’ and Transforming the Public Funding of Early Years Education (and care) in England 1996–2017. British Journal of Educational Studies 67:2, pages 145-167.
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Amanda Keddie. (2019) Context matters: primary schools and academies reform in England. Journal of Education Policy 34:1, pages 6-21.
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Alison Sealey. (2018) Being an English academic: a social domains account. Language and Intercultural Communication 18:5, pages 549-561.
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Joanna Dennis. (2018) Imagining powerful co-operative schools: Theorising dynamic co-operation with Spinoza. Educational Philosophy and Theory 50:9, pages 849-857.
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Rebecca Coles & Frances Howard. (2018) Filmmaking education and enterprise culture: an ethnographic exploration of two filmmaking education contexts and their relation to bedroom culture and the creative workplace. Ethnography and Education 13:3, pages 273-285.
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Imran Awan. (2018) ‘I never did anything wrong’ – Trojan Horse: a qualitative study uncovering the impact in Birmingham. British Journal of Sociology of Education 39:2, pages 197-211.
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Alex Elwick. (2017) Education reform in New York City (2002–2013). Oxford Review of Education 43:6, pages 677-694.
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Anne West & Rita Nikolai. (2017) The Expansion of “Private” Schools in England, Sweden and Eastern Germany: A Comparative Perspective on Policy Development, Regulation, Policy Goals and Ideas. Journal of Comparative Policy Analysis: Research and Practice 19:5, pages 452-469.
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Francis Farrell, Vicky Duckworth, Monika Reece & Philip Rigby. (2017) The moral frontiers of English education policy: governmentality and ethics within an alternative provision free school. Educational Review 69:3, pages 349-365.
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Anna-Kaisa Berisha & Piia Seppänen. (2017) Pupil selection segments urban comprehensive schooling in Finland: composition of school classes in pupils’ school performance, gender, and ethnicity. Scandinavian Journal of Educational Research 61:2, pages 240-254.
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Simon Gibbs & Ivy Papps. (2017) Identifying the costs and benefits of educational psychology: a preliminary exploration in two local authorities. Educational Psychology in Practice 33:1, pages 81-92.
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Sonia Exley. (2016) ‘Critical friends’: exploring arm’s length actor relationships to local government in education. Journal of Education Policy 31:6, pages 742-756.
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Amanda Keddie. (2016) Academisation, school collaboration and the primary school sector in England: a story of six school leaders. School Leadership & Management 36:2, pages 169-183.
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Amanda Keddie & Bob Lingard. (2015) Navigating the demands of the English schooling context: problematics and possibilities for social equity. International Journal of Inclusive Education 19:11, pages 1117-1125.
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Anne West. (2014) Academies in England and independent schools (fristående skolor) in Sweden: policy, privatisation, access and segregation. Research Papers in Education 29:3, pages 330-350.
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Mark Innes. School policy actors and their policy work in a multi-academy trust. Journal of Educational Administration and History 0:0, pages 1-14.
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