Robertson, L.; Hill, D.

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

Publication dates
Type	Article
Title	Policy and ideologies in schooling and early years education in England: implications for and impacts on leadership, management and equality
Authors	Robertson, 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.
Publisher	SAGE Publications
Journal	Management in Education
ISSN	0892-0206
Electronic	1741-9883
Print	01 Oct 2014
Online	28 Oct 2014
Publication process dates
Deposited	29 May 2015
Output status	Published
Additional information	Special Issue: Early childhood education: participation in policy and practice
Digital Object Identifier (DOI)	https://doi.org/10.1177/0892020614550468
Language	English

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