Academies, Free Schools and Social Justice

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Academies, Free Schools and Social Justice by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781317337065
Publisher: Taylor and Francis Publication: October 2, 2017
Imprint: Routledge Language: English
Author:
ISBN: 9781317337065
Publisher: Taylor and Francis
Publication: October 2, 2017
Imprint: Routledge
Language: English

Academies were introduced by Labour in 2000 and first opened their doors in 2002, but during Labour’s time in power the nature of the Academies changed. At first they were designed to replace existing failing schools but, by 2004, the expectation had widened to provide for entirely new schools where there was a demand for new places.

From 2010, under the coalition government, two new types of Academy were introduced. While the original Academies were based on the idea of closing poor schools and replacing them by dramatically redesigned and restructured ones, the 2010 Academies Act allowed existing highly successful state-maintained schools to apply to become Academies as well. Further, while Labour had restricted Academy status to secondary schools, the Coalition extended it to primary and special schools. The result is that there has been a dramatic increase in the number and diversity of Academies.

In addition to this, the 2010 Act introduced Free Schools, wherein groups of parents, teachers, or other sponsors can apply to start their own state-maintained, but officially ‘independent’, schools. These schools can either be completely new or the result of existing private schools applying to become state-maintained. The results of these changes remain under-researched.

This book puts forward new research that examines the history and nature of Academies and Free Schools, the processes by which they have come into existence, and their effects in terms of social justice. The contributors do not all speak with one voice, but rather present a diversity of views on these important topics. Included in the collection are the results of research on pupil outcomes and socio-economic segregation; issues of identity and ethos in church academies; the problems of establishing free schools; the history of policy on Academies; and a comparison between Swedish independent schools and Academies and Free Schools. This book was originally published as a special issue of Research Papers in Education.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Academies were introduced by Labour in 2000 and first opened their doors in 2002, but during Labour’s time in power the nature of the Academies changed. At first they were designed to replace existing failing schools but, by 2004, the expectation had widened to provide for entirely new schools where there was a demand for new places.

From 2010, under the coalition government, two new types of Academy were introduced. While the original Academies were based on the idea of closing poor schools and replacing them by dramatically redesigned and restructured ones, the 2010 Academies Act allowed existing highly successful state-maintained schools to apply to become Academies as well. Further, while Labour had restricted Academy status to secondary schools, the Coalition extended it to primary and special schools. The result is that there has been a dramatic increase in the number and diversity of Academies.

In addition to this, the 2010 Act introduced Free Schools, wherein groups of parents, teachers, or other sponsors can apply to start their own state-maintained, but officially ‘independent’, schools. These schools can either be completely new or the result of existing private schools applying to become state-maintained. The results of these changes remain under-researched.

This book puts forward new research that examines the history and nature of Academies and Free Schools, the processes by which they have come into existence, and their effects in terms of social justice. The contributors do not all speak with one voice, but rather present a diversity of views on these important topics. Included in the collection are the results of research on pupil outcomes and socio-economic segregation; issues of identity and ethos in church academies; the problems of establishing free schools; the history of policy on Academies; and a comparison between Swedish independent schools and Academies and Free Schools. This book was originally published as a special issue of Research Papers in Education.

More books from Taylor and Francis

Cover of the book Undertones of Insurrection by
Cover of the book The Unmaking of the Medieval Christian Cosmos, 1500–1760 by
Cover of the book Dialectics and Contemporary Politics by
Cover of the book Revival: The Atonement (1949) by
Cover of the book Wedding as Text by
Cover of the book Treating PTSD by
Cover of the book User-Centered Translation by
Cover of the book Hunger and Work in a Savage Tribe by
Cover of the book Good Governance in the Era of Global Neoliberalism by
Cover of the book A Dictionary of Catch Phrases by
Cover of the book Philosophy of the Talmud by
Cover of the book Who Is the Dreamer, Who Dreams the Dream? by
Cover of the book Palestinians and Israelis in the Theatre by
Cover of the book Climates of Global Competition by
Cover of the book The Political Ecologist by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy