Intermediaries in local schooling landscapes: policy enactment and partnership building during times of crisis

Figures & data

Table 1. Semi-structured interviews conducted with participants.

Participant	Term One	Term Two	Term Three
Teachers (School Type)
Teacher 1 (Academy converter)	✓	✓	✓
Teacher 2 (Local Government Authority Maintained)	✓	✓	✓
Teacher 3 (Local Government Authority Maintained)	✓
Teacher 4a & 4b (Local Government Authority Maintained)	✓	✓	✓
Teacher 5a & 5b (Academy converter)	✓	✓
Teacher 6 (Local Government Authority Maintained)		✓
Local government authority (LGA) personnel
LGA adviser 1			✓
LGA adviser 2			✓
LGA Consultant			✓

Box 1. Performance- and competence-based principles (Bernstein, 2000, 44–50).

Figure 1. Cluster meeting agenda for the building on initiative.

Box 2. Contextual dimensions for ‘taking context seriously’ (Braun et al. 2011, 588).

Bernstein, B. 2000. Pedagogy, Symbolic Control and Identity: Theory, Research and Critique. Lanham: Roman & Littlefield.

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Braun, A., S. J. Ball, M. Maguire, and K. Hoskins. 2011. “Taking Context Seriously: Towards Explaining Policy Enactments in the Secondary School.” Discourse: Studies in the Cultural Politics of Education 32 (4): 585–596. https://doi.org/10.1080/01596306.2011.601555.

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