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Anxiety State: Fears for the Erosion of Comprehensive Schooling in Northern England and Alberta

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Title: Anxiety State: Fears for the Erosion of Comprehensive Schooling in Northern England and Alberta
Language: English
Authors: Hogan, Anna (ORCID 0000-0003-1934-2548), Thompson, Greg (ORCID 0000-0003-0484-8175), Mockler, Nicole (ORCID 0000-0002-0617-3506), Johnson, Rebecca (ORCID 0000-0002-0840-1541)
Source: Compare: A Journal of Comparative and International Education. 2022 52(4):618-635.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Educational Change, Privatization, Public Schools, Equal Education, Institutional Autonomy, School Choice, Comprehensive Programs, Educational History, Inclusion, Access to Education, Democratic Values, Community
Geographic Terms: Canada, United Kingdom (England)
DOI: 10.1080/03057925.2020.1802700
ISSN: 0305-7925
Abstract: This paper uses Anderson's notion of 'imagined community' to argue that how people think about the publicness of their school system provides insight into the functioning and flourishing of communities, societies and nations. We focus on the privatisation of public schooling in Alberta, Canada and Northern England to highlight tensions between the provision of public schooling today and a romanticised, historical imagining of the public school providing equality and emancipation for all. We use data collected from 47 semi-structured interviews of education bureaucrats, union officials, school personnel and advocacy group members that asked about what constitutes 'publicness' within their system. Our analysis shows a tension between the realities of public systems opened up through market-oriented policies of 'autonomous' provision and stakeholders who still strongly believed in a public school system that was in the service of society, rather than the more individualist orientation of school choice and autonomy imaginaries.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1340784
Database: ERIC
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  Data: Anxiety State: Fears for the Erosion of Comprehensive Schooling in Northern England and Alberta
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  Data: <searchLink fieldCode="AR" term="%22Hogan%2C+Anna%22">Hogan, Anna</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1934-2548">0000-0003-1934-2548</externalLink>)<br /><searchLink fieldCode="AR" term="%22Thompson%2C+Greg%22">Thompson, Greg</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0484-8175">0000-0003-0484-8175</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mockler%2C+Nicole%22">Mockler, Nicole</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0617-3506">0000-0002-0617-3506</externalLink>)<br /><searchLink fieldCode="AR" term="%22Johnson%2C+Rebecca%22">Johnson, Rebecca</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0840-1541">0000-0002-0840-1541</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: This paper uses Anderson's notion of 'imagined community' to argue that how people think about the publicness of their school system provides insight into the functioning and flourishing of communities, societies and nations. We focus on the privatisation of public schooling in Alberta, Canada and Northern England to highlight tensions between the provision of public schooling today and a romanticised, historical imagining of the public school providing equality and emancipation for all. We use data collected from 47 semi-structured interviews of education bureaucrats, union officials, school personnel and advocacy group members that asked about what constitutes 'publicness' within their system. Our analysis shows a tension between the realities of public systems opened up through market-oriented policies of 'autonomous' provision and stakeholders who still strongly believed in a public school system that was in the service of society, rather than the more individualist orientation of school choice and autonomy imaginaries.
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      – Text: English
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        StartPage: 618
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Educational Change
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      – SubjectFull: Privatization
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      – SubjectFull: Public Schools
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      – SubjectFull: Institutional Autonomy
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      – SubjectFull: Canada
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: Anxiety State: Fears for the Erosion of Comprehensive Schooling in Northern England and Alberta
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