Policy and ideologies in schooling and early years education in England: implications for and impacts on leadership, management and equality

Article

Robertson, L. and Hill, D. 2014. Policy and ideologies in schooling and early years education in England: implications for and impacts on leadership, management and equality. Management in Education. 28 (4), pp. 167-174. https://doi.org/10.1177/0892020614550468
TypeArticle
TitlePolicy and ideologies in schooling and early years education in England: implications for and impacts on leadership, management and equality
AuthorsRobertson, L. and Hill, D.
Abstract

In this article we begin by discussing ‘ideology’ as a theoretical construct, and the interconnections between policy and ideology in the education system in England. We analyse the main principles of education policies that can be broadly defined from Left to Right, according to the following ideologies: Marxism/Socialism/Radical Leftism, Social Democracy, Liberal-Progressivism, Neoliberal Conservatism and Neoconservatism. We then move on to analysing responses to inequalities, as informed by different ideological positions, and identify three main types of responses: (1) conforming; (2) reforming; and (3) transforming. The article concludes by addressing some historical developments in terms of equality in early years and identifies key implications for leadership and management.

PublisherSAGE Publications
JournalManagement in Education
ISSN0892-0206
Electronic1741-9883
Publication dates
Print01 Oct 2014
Online28 Oct 2014
Publication process dates
Deposited29 May 2015
Output statusPublished
Additional information

Special Issue: Early childhood education: participation in policy and practice

Digital Object Identifier (DOI)https://doi.org/10.1177/0892020614550468
LanguageEnglish
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