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Abstract
Drawing on experiences in England over many years, this paper explores the authors’ efforts to use collaborative inquiry in order to foster greater equity within schools. All of this is set within national policy contexts that emphasise increased school autonomy, competition, and accountability as central improvement strategies. It is argued that whilst such contexts create worrying challenges in relation to equity, they also open up new opportunities for moving forward. The paper concludes that national policies have to foster greater flexibility at the local level, so that practitioners have the space to analyse their particular circumstances and determine priorities accordingly.
Notes
1. An earlier version of this paper was presented at the Annual Meeting of the American Educational Research Association in San Francisco, May 2013.
2. There are 152 English local authorities. They are democratically accountable for providing a range of services for their local communities, including education.
3. GCSE is the national examination taken by almost all English students at the age of 16.
4. Specialist leaders of education are teachers who have a strong record of middle leadership within their schools. They are expected to help strengthen practice in other schools.