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9781138215405

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`In many nations throughout the world, educational reforms often embody tensions between more local autonomy and centralized managerial control.ã In a richly detailed and nuanced way,ã Inside the Autonomous Schoolã documents what actually happens when well-intentioned reforms are subverted by standardization and managerialism.ã ã At the same time, Salokangas and Ainscowã provide us with clear lessons on what needs to be done to defend substantive autonomy in policy and practice.' Professor Michael W. Apple, University of Wisconsin, USA, and author ofã Can Education Change Society?ã ã ã `This book is a must for those thinkingã seriously about education. It maps theã internationalã trend ofã independent state-funded schooling, while also carefully reflecting onã nationalã distinctions.ã Salokangas and Ainscow dissect the contradictions characterising 'autonomous' schooling policies, illuminating these viaã the in-depth case of an English secondary school. The insightful result exemplifies how these policyã tensionsã impact practice on the ground, constraining innovation and agency. Building on their analysis of the global and the local,ã Salokangas and Ainscow offer powerful ideas for sustainable educational change.' Professor Becky Francis, UCL Institute of Education, UK. `Inside the Autonomous Schoolã â follows an English school over an extended period of time to lay bareã fundamental tensions in twenty-first century global education policy. ã In a field of policy littered with hyperbole, they subject superficial exhortations of autonomy and innovation to a serious empiricalã examination. That which is described as an innovative drive for greater autonomy is conducted within interlocking boundaries which thwart teachers' attempts towards creative engagement with diverse communities. ã I have no doubt that education policy-makers will seek out this important book. ã Hopefully, they will also heed its instruction to reconsiderã what is to be valued and measuredã in education, and how to support schools to that end.' Professor Roger Slee, University of South Australia, Australia.

`Inside the Autonomous School documents what actually happens when well-intentioned reforms are subverted by standardization and managerialism. At the same time, Salokangas and Ainscow provide us with clear lessons on what needs to be done to defend substantive autonomy in policy and practice.' - Professor Michael W. Apple, University of Wisconsin, USA, and author of Can Education Change Society?ã ã ã `This book is a must for those thinkingã seriously about education. It maps theã internationalã trend ofã independent state-funded schooling, while also carefully reflecting onã nationalã distinctions.' - Professor Becky Francis, UCL Institute of Education, UK. ã `In a field of policy littered with hyperbole, [the authors] subject superficial exhortations of autonomy and innovation to a serious empiricalã examination.' - Professor Roger Slee, University of South Australia, Australia. This book takes a neat approach to the topic of school autonomy: it starts by describing trends at the global level, zooms in to give more detail to the reforms in England, and then spends the rest of the book detailing how these have played out over time at a particular (anonymous but real) school it calls Parkside Academy . This makes the whole thing very readable, and really helped to bring the issues to life. - Mark Lehain, Schools Week

`Inside the Autonomous School documents what actually happens when well-intentioned reforms are subverted by standardization and managerialism. At the same time, Salokangas and Ainscow provide us with clear lessons on what needs to be done to defend substantive autonomy in policy and practice.' - Professor Michael W. Apple, University of Wisconsin, USA, and author of Can Education Change Society? `This book is a must for those thinking seriously about education. It maps the international trend of independent state-funded schooling, while also carefully reflecting on national distinctions.' - Professor Becky Francis, UCL Institute of Education, UK. `In a field of policy littered with hyperbole, [the authors] subject superficial exhortations of autonomy and innovation to a serious empirical examination.' - Professor Roger Slee, University of South Australia, Australia. This book takes a neat approach to the topic of school autonomy: it starts by describing trends at the global level, zooms in to give more detail to the reforms in England, and then spends the rest of the book detailing how these have played out over time at a particular (anonymous but real) school it calls Parkside Academy . This makes the whole thing very readable, and really helped to bring the issues to life. - Mark Lehain, Schools Week This is a remarkable book... that shows how the rhetoric of autonomy is very much that- it is a rhetoric, a pretence, and a myth. Micro-management, top-down control, surveillance, and constant monitoring replaces any supposed `autonomy', freedom, trust, or professionalism - Craig Skerritt, Dublin City University, Ireland This book is rich in detail and insight. It shows what is happening in England not only in many academies, especially those in multi-academy trusts, but indeed across the system. - Terry Wrigley, Northumbria University, UK

Author Information

Maija Salokangas is Assistant Professor in the School of Education at Trinity College Dublin, Ireland. Mel Ainscow is Professor of Education and Co-director of the Centre for Equity in Education at the University of Manchester, UK.

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