This paper explores the relationship between changing forms of the governance of education and the growth and uses of data in the context of England – a context that can be described as the most ‘advanced’ in Europe in terms of data production and use. The paper links the shifting relations between the central department of education (variously known between the 1980s and the time of writing as the Department of Education and Science [DES], Department for Education and Skills [DfES] and the Department for Children, Schools and Families [DCSF]), the local education authorities and the schools to the growth and development of data‐based systems of inspection and performance management, and suggests that the massive growth of data has unbalanced the relations of governing and created highly centralised system steering. Recent attempts to ‘rebalance’ steering through ‘intelligent accountability’ invoke network principles and self‐regulation through self‐evaluation, and thus give the appearance of deregulation...

Governing education through data in England: from regulation to self‐evaluation

Challenging Leadership Leadership and the Performing School Leadership in Educational Studies Research and Researching Theory and Theorizing Preparing and Preparation Headteachers and Principals Teachers in the Middle Teachers and Students Teachers as Professionals

/pdf/leaders-and-leadership-in-education-khip5los3m.pdf

Leaders and leadership in education

This article argues that the ‘quality’ debate in education research is not so much about quality as about creating the conditions in which research and knowledge production in the field of education can be managed and steered. The criticisms of research in education have destabilised the field and promoted its closer dependence on and alignment with policy. The paper connects changes in the nature of knowledge to developments in the governance of education, suggesting that experts and techno-scientific research are increasingly necessary not only as sources of information but as ways of ‘doing’ governing, especially through quantification and comparison.

https://journals.sagepub.com/doi/pdf/10.2304/eerj.2008.7.3.261

Governing Knowledge: Research Steering and Research Quality.

This article draws on critical discourse analysis (CDA) to explore the extent to which there is an interdependence between new governing forms, often characterised as 'post-bureaucratic' and new knowledge forms, that are often described in terms of `mode 2' knowledge - that is, knowledge that combines the academy, the state and the private sector in co-production. The discussion is based on the analysis of a large number of policy texts concerned with education research as well as scrutiny of academic literature on research policy in England from 1945 to the present. Much recent policy and academic discourse, we suggest, characterises new knowledge forms as socially-responsive, and as potentially democratising knowledge, because of their apparent interactive, iterative, problem-focused and trans-disciplinary character. We suggest that such an analysis is insufficiently attentive to the discourse of the knowledge economy, and the related (discursive) turn in new knowledge production towards governing knowledge.

/pdf/the-new-production-of-governing-knowledge-37kupiduvy.pdf

The New Production of Governing Knowledge

Knowledge Production in Educational Leadership Project

The government and management of schools

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The government and management of schools