ABSTRACT

This article reports on a case study investigating the micro-politics of policy enactment in a school in England. The case is sited in the literacy policy of a primary school in challenging circumstances as it joins a Multi-Academy Trust (MAT). Data gathering consisted of interviews with the school headteacher, assistant headteacher, and literacy coordinator. Data were analysed thematically using the thinking tools of Bourdieu to understand and explain the micro-politics of the policy enactment. Findings suggest that the enactment of policy in schools in England can be a dynamic undertaking when there is judged a need to improve. The micro-politics of the school may become dominated by the need to comply with MATs and private providers of educational solutions, potentially reducing the autonomy of teachers and headteachers.

摘要

本文报道了一项调查英国一所学校政策制定的微观政治的案例研究。该案例位于一所处于挑战性环境中的小学的扫盲政策中，因为它加入了多学院信托 (MAT)。数据收集包括与学校校长、助理校长和扫盲协调员的访谈。使用布迪厄的思维工具对数据进行专题分析，以理解和解释政策制定的微观政治。调查结果表明，当判断需要改进时，英格兰学校政策的制定可能是一项充满活力的工作。学校的微观政治可能会被需要遵守 MAT 和教育解决方案的私人提供者所主导，这可能会降低教师和校长的自主权。