Education Action Zones, empowerment and parents

Hdl Handle:
http://hdl.handle.net/10149/58457
Title:
Education Action Zones, empowerment and parents
Authors:
Simpson, D. (Donald); Cieslik, M. (Mark)
Affiliation:
University of Teesside. School of Social Sciences.; Social Futures Institute. Youth Research Unit.
Citation:
Simpson, D. and Cieslik, M. (2002) 'Education Action Zones, empowerment and parents', Educational Research, 44 (2), pp.119-128.
Publisher:
Taylor and Francis
Journal:
Educational Research
Issue Date:
Jul-2002
URI:
http://hdl.handle.net/10149/58457
DOI:
10.1080/00131880210135269
Abstract:
This paper focuses on one aspect of the work of Education Action Zones (EAZs) that has been neglected by emerging research, namely their efforts to tackle social exclusion and empower a more representative set of parents to become involved in policy-making processes for education in their localities. Data from three EAZs across the country are presented to demonstrate that empowerment of parents through zones is restricted. Instead, the interests of educational professionals, and to a lesser extent those parents who have previously been socially and politically active, predominate across EAZs. The paper claims that the assumptions pervading the discourses of powerful coalitions across EAZs and their discursive competencies are actually presenting a barrier to wider parental empowerment in the form envisaged in policy texts and the rhetoric of ministers.
Type:
Article
Keywords:
Education Action Zones; empowerment; parents; governance; social exclusion; education; EAZs
ISSN:
1469-5847
Rights:
Subject to restrictions, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 15/12/09]
Citation Count:
2 [Scopus, 15/12/09]

Full metadata record

DC FieldValue Language
dc.contributor.authorSimpson, D. (Donald)-
dc.contributor.authorCieslik, M. (Mark)-
dc.date.accessioned2009-04-01T10:52:33Z-
dc.date.available2009-04-01T10:52:33Z-
dc.date.issued2002-07-
dc.identifier.citationEducational Research; 44 (2): 119-128-
dc.identifier.issn1469-5847-
dc.identifier.doi10.1080/00131880210135269-
dc.identifier.urihttp://hdl.handle.net/10149/58457-
dc.description.abstractThis paper focuses on one aspect of the work of Education Action Zones (EAZs) that has been neglected by emerging research, namely their efforts to tackle social exclusion and empower a more representative set of parents to become involved in policy-making processes for education in their localities. Data from three EAZs across the country are presented to demonstrate that empowerment of parents through zones is restricted. Instead, the interests of educational professionals, and to a lesser extent those parents who have previously been socially and politically active, predominate across EAZs. The paper claims that the assumptions pervading the discourses of powerful coalitions across EAZs and their discursive competencies are actually presenting a barrier to wider parental empowerment in the form envisaged in policy texts and the rhetoric of ministers.-
dc.publisherTaylor and Francis-
dc.rightsSubject to restrictions, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 15/12/09]-
dc.subjectEducation Action Zones-
dc.subjectempowerment-
dc.subjectparents-
dc.subjectgovernance-
dc.subjectsocial exclusion-
dc.subjecteducation-
dc.subjectEAZs-
dc.titleEducation Action Zones, empowerment and parents-
dc.typeArticle-
dc.contributor.departmentUniversity of Teesside. School of Social Sciences.-
dc.contributor.departmentSocial Futures Institute. Youth Research Unit.-
dc.identifier.journalEducational Research-
ref.assessmentRAE 2008-
ref.citationcount2 [Scopus, 15/12/09]-
or.citation.harvardSimpson, D. and Cieslik, M. (2002) 'Education Action Zones, empowerment and parents', Educational Research, 44 (2), pp.119-128.-
All Items in TeesRep are protected by copyright, with all rights reserved, unless otherwise indicated.