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Book Reviews

Autonomy, Accountability and Social Justice: Stories of English Schooling

by Amanda Keddie and Martin Mills, Oxon, Routledge, 2019, 146 pp., £29.99 (paperback), ISBN: 9781138104655

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References

  • Armstrong, P. W., & Ainscow, M. (2018). School-to-school support within a competitive education system: Views from the inside. School Effectiveness and School Improvement, 29, 614–633. doi:10.1080/09243453.2018.1499534
  • Ball, S. J. (2017). The education debate. Bristol, UK: Policy Press.
  • Boyask, R. (2018). Primary school autonomy in the context of the expanding academies programme. Educational Management Administration & Leadership, 46, 107–123. doi:10.1177/1741143216670649
  • Braun, A. (2017). Education policy and the intensification of teachers’ work: The changing professional culture of teaching in England and implications for social justice. In S. Parker, K. N. Gulson, & T. Gale (Eds.), Policy and inequality in education (pp. 169–185). Singapore: Springer.
  • Bush, T. (2013). Autonomy and accountability: Twin dimensions of the reform agenda. Educational Management Administration & Leadership, 41, 697–700. doi:10.1177/1741143213499279
  • Chapman, C. (2013). Academy federations, chains, and teaching schools in England: Reflections on leadership, policy, and practice. Journal of School Choice, 7, 334–352. doi:10.1080/15582159.2013.808936
  • Fuller, K. (2019). “That would be my red line”: An analysis of headteachers’ resistance of neoliberal education reforms. Educational Review, 71, 31–50.
  • Gobby, B., & Niesche, R. (2019). Community empowerment? School autonomy, school boards and depoliticising governance. The Australian Educational Researcher, 46, 565–582. doi:10.1007/s13384-019-00303-9
  • Keddie, A. (2017). School autonomy reform and public education in Australia: Implications for social justice. The Australian Educational Researcher, 44, 373–390. doi:10.1007/s13384-017-0243-x
  • Reay, D. (2017). Miseducation: Inequality, education and the working classes. Bristol, UK: Policy Press.
  • Rowlands, J., & Rawolle, S. (2013). Neoliberalism is not a theory of everything: A Bourdieuian analysis of illusio in educational research. Critical Studies in Education, 54, 260–272. doi:10.1080/17508487.2013.830631
  • Salokangas, M., & Ainscow, M. (2018). Inside the autonomous school: Making sense of a global educational trend. Oxon, UK: Routledge.
  • Skerritt, C. (2018). Review of the book Inside the autonomous school: Making sense of a global educational trend, by M. Salokangas & M. Ainscow. British Journal of Educational Studies. Advance online publication. doi:10.1080/00071005.2018.1559011
  • Skerritt, C. (2019a). “I think Irish schools need to keep doing what they’re doing”: Irish teachers’ views on school autonomy after working in English academies. Improving Schools, 22, 267–287. doi:10.1177/1365480219853457
  • Skerritt, C. (2019b). Privatization and “destatization”: School autonomy as the “Anglo neoliberalization” of Irish education policy. Irish Educational Studies, 38, 263–279. doi:10.1080/03323315.2019.1595085
  • Sugrue, C. (2015). Unmasking school leadership: A longitudinal life history of school leaders. Dordrecht, the Netherlands: Springer.

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