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The Neoliberal Educational “Imaginary” As Experienced by a Group of Primary School Headteachers

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The Neoliberal Educational “Imaginary” As Experienced by a Group of Primary School Headteachers The Neoliberal Educational “Imaginary” as experienced by a group of Primary School Headteachers Item Type Thesis or dissertation Authors Carr, Victoria L. C. Citation Carr, V. L. C. (2019). The Neoliberal Educational “Imaginary” as experienced by a group of Primary School Headteachers. (Doctoral dissertation). University of Chester, United Kingdom. Publisher University of Chester Rights Attribution-NonCommercial-NoDerivatives 4.0 International Download date 24/09/2021 03:42:46 Item License http://creativecommons.org/licenses/by-nc-nd/4.0/ Link to Item http://hdl.handle.net/10034/622189 The Neoliberal Educational “Imaginary” as experienced by a group of Primary School Headteachers Thesis submitted in accordance with the requirements of the University of Chester for the degree of Educational Doctorate by Victoria Leonora Courtney Carr September 2018 1 The material being presented for examination is my own work and has not been submitted for an award of this or another HEI except in minor particulars which are explicitly noted in the body of the thesis. Where research pertaining to the thesis was undertaken collaboratively, the nature and extent of my individual contribution has been made explicit.” 2 Contents Acknowledgements p.5 Abstract p.6 Chapter One: Introduction p.7 Chapter Two: p.24 Literature Review 1: Globalisation, Neoliberalism and New Managerialism Chapter Three: p.70 Literature Review Two: Sustainable Leadership Chapter Four: p.93 Research Methodology Chapter Five: p.108 Results and Analysis 5.1 Group information: December 2017 p.111 5.2 List of Reflexive Analyses p.113 5.3 Exposure One: Lifesaver, Sanctuary, Directory or Armoury? p.114 5.4 Exposure Two: “I’ve got a little bit Teflon”; externally or p.128 internally inflicted pressures? 5.5 Exposure Three: I’m not alone; collaboration and trust versus competition and judgement. p.134 5.6 Exposure Four: Values? p.138 5.7 Exposure Five: Job Saver. Sanity Saver. p.142 5.8 Exposure Six: Coasting Schools, League Tables, p.144 Losses. 5.9 Exposure Seven: Competition and Subversive Selection p.147 3 5.10 Exposure Eight: Succession Planning – the double edged sword. p.153 5.11 Exposure Nine: Autonomy: real or imaginary? p.155 5.12 Exposure Ten: Ofsted, the life and death of a reputation. p.157 5.13 Exposure Eleven: Negatives? p.160 5.14 Exposure Twelve: Preparedness. p.161 Critical Analysis p.166 Chapter Six: p.193 Conclusion Appendix A - Transcripts of Headspace Meetings p.202 Appendix B - Transcripts of interviews with facilitator p.304 References p. 313 4 Acknowledgements Firstly, I would like to thank my supervisor, Dr Paul Moran, for his patience and guidance and reminding me, often, to ‘calm down’. I would like to thank my good friend and consistent champion, Dr Anne Marie Wright, who talked me into the doctorate in the first place. I would like to celebrate the part that my colleagues have played in assisting me with this study; I am often in awe of their dedication and passion and know for certain that I am lucky to work with such hard working and inspirational people. I would like to thank members of my family: my mum, Annette, and my aunty, Brenda, without whose selfless support and help, love and belief in my abilities, I would not have been able to accomplish one half of what I have done; and my grand parents, Ron and Florence, who made many sacrifices for our improved chances of social mobility. I would like to thank my ex-husband, Edward, without whose influence on my life I could not have laid the foundations to this work. I would like to thank, Ian, for his unstinting support and for running the house whilst I was writing. Finally, I would like to thank my wonderful children, Thomas and Elizabeth, for being so impressed as each thousand words was notched up, understanding when I have worked late into the night, for their faith in me, and for making post graduate learning so easy to do alongside being their mum, and being a Headteacher – their patience has paid off, I have done it! “New National Standards were recently unveiled, setting out the “skills, knowledge and behaviour Headteachers should aspire to”. Yet the environment for Headteachers has become dominated by political bullying and fear. How can Headteachers develop the skills the education secretary alludes to, and build the emotional resilience and courage needed to survive?” (Grant, 2015, para. 6) 5 Abstract – Victoria Carr “The neoliberal educational ‘imaginary’ as experienced by a group of primary school Headteachers”. In this thesis I undertake a critical policy analysis in which I place education reform in the UK within the context of a changing social structure, transformed since the advent of neoliberalism in the 1970s, and examine the implications of reform on the role of primary school Headteachers. In particular, I situate my analysis within increased promotion of global economic competition and policy supported by neoliberal ideology in which the prevailing government seeks to retain legitimacy by claiming to institute reforms to improve education, whilst simultaneously reducing direct funding which is, in fact, destabilising it. Neoliberalism is a distinct political ideology that has flourished in the Western world over the last four decades and is based on theories of the free market; underpinned by economic efficiency, bureaucracy, rationality and measurable performativity. I look in detail at how the leadership of schools has changed, as a direct result of the implementation of new managerial instruments, and how resistance to these changes has been largely futile. Lacanian thinking would suggest that ideology which assumes education is a physical state that is inherently part of a democratic process, inextricably linked to politics, positively transformational and measurable, is in fact imaginary (Lacan, 2006). Our imaginary “order is embedded in the material word” and woven into the reality around us (Harari, 2012, p.127). It is within this ‘imaginary’ conceptualisation that my research is positioned. I present, and analyse, empirical data gathered from a number of primary school Headteachers from a range of contexts that outlines their lived experience as they attempt to navigate the, what could be described as, strongly surreal or ‘Kafkaesque’ (Lö wy,1997) educational ‘imaginary’, as it is currently configured and, explore the efficacy of a forum that is used to support them as they therefore attempt the untenable. The significant issue of school context as an effect of how a school performs in testing regimes is substantial. It is clear that context greatly impacts on the extent to which Headteachers must shift their beliefs and practice to satisfy performative expectations. I conclude with an acknowledgement that to attempt to rationalise the educational ‘hyperreal’ without an appreciation of power and manipulation is impossible and, that the role of primary school Headteachers may only be plausible with the scaffold of forums such as the one examined within this research. 6 Chapter One: Introduction This introductory chapter discusses the rationale and context for this research and provides an outline of the literature review, main research question and overview of the research methodology. The evolution of this thesis came as somewhat of a surprise. Education for many people historically has represented opportunity, self-improvement and social mobility, which has been personally transformative. Tony Blair (1996) said, “…that our economic success and our social cohesion depend on … an Ethic of Education. That is why … my three priorities for government would be education, education and education.” (para. 1). As someone who was the recipient of a positively transformational life experience due to, in part, what I considered an ‘effective education’, I was motivated to replicate this experience for others. I chose to work in education firstly because on a personal level I valued it as an experience, as a commodity in social currency and capital, and secondly as I was a believer in the concept of it as a driver for societal ‘good’; in addition to education being inherently interesting. There could be an argument that this is an idealistic concept, and potentially this is true, but even the most cynical of people would agree that education, as far back as the turn of the 19th century, has had the potential to effect a change in life outcomes for those able to access it. Picard (2009), when talking about early indications that education could transform lives in Victorian England, states, “In an increasingly complicated world, the chances for an illiterate boy or girl were slim. In light of this, a number of day schools were established.” (para. 1). The functionalist view, espoused by Durkheim (2013) in the late 1800s, that education focuses not just on enhancing the ability of an individual to become a ‘social being’, but also the benefits to society in relation to creating 7 and maintaining social order, and crucially from a political perspective, contributing essential individuals into a workforce to augment the economy, suggests that there are multiple positive effects of a ‘good’ education. This is a view sustained in modern developing countries, as highlighted by McMahon (2010) and the Global Partnership for Education (2019) whose research evidences that a reduction in poverty, increase in income, better health, economic growth, for example, are all positive effects of education. As my career has developed, particularly since becoming a Headteacher in a challenging school, and my awareness of other factors that affect social mobility has become more sophisticated, I have come to understand that whilst education can be a force for good and is a major factor in enhancing life outcomes for some demographic groups, education alone cannot mitigate for social circumstances. “The lower educational achievement of white working class pupils in comparison with children from other ethnic backgrounds with similar socio-economic status continues to attract attention.” (Stokes, et al., 2015, p5).
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