Changing headship, changing schools: how management discourse gives rise to the performative professionalism in England (1980s–2010s)

Abstract

This paper focuses on the discursive shifts of emphasis of school headship since the 1980s in England, and the ways in which the repositioning of head teachers has gradually transformed professional work and relationships in schools via a discourse of management. Specifically, the paper identifies a ‘trilogy of school headship in England’ to indicate a process by which school headship has been repositioned – from head teacher, to manager, and to leader from the Education Reform Act of 1988 onwards. Drawing primarily on policy texts, the construction, within policy, of a head teacher endowed with power, responsibility and freedom will be detailed. Informed by both Fairclough and Foucault’s conceptions of discourse, this paper concludes that as a policy technology management subjects head teachers to ‘a twin process of autonomization plus responsibilization’ within which they become the linchpin of the delivery chain of policy and play a key role in the formation of ‘performative professionalism’.

Keywords:

• school headship
• management discourse
• power relations
• performative professionalism
• discursive formation

Acknowledgements

My grateful thanks go to Professor Stephen Ball who commented on earlier drafts of this paper. I would also like to thank the two anonymous reviewers for their helpful comments on this article.