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      Resistance, professional agency and the reform of education in England

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          Abstract

          Much research into structural reform in education has reported on the success or failure of individual projects. Less attention has been paid to how the discourses associated with reform are normalized in teachers’ and head teachers’ thinking, and realized in their actions. In this article, we engage with resistance at the interface of legal policy positioning and position-taking by educational professionals. Drawing on empirical data from an ethnographic study of structural change in a school in England, we deploy the metaphor of ‘the Borg’ to develop new insights into the different stances that educational professionals can take to avoid assimilation into a hive mind.

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          Most cited references 117

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          Public accountability in the age of neo‐liberal governance

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            Public Pedagogy and the Politics of Resistance: Notes on a critical theory of educational struggle

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              Policy Research and Policy Theory: a comment on Fitz and Halpin1

               Jenny Ozga (1990)
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                Author and article information

                Journal
                lre
                lre
                London Review of Education
                LRE
                UCL Press (UK )
                1474-8479
                21 July 2020
                : 18
                : 2
                : 265-280
                Affiliations
                University of Manchester, UK
                Author notes
                Corresponding author: Email: stephen.rayner@ 123456manchester.ac.uk
                Article
                10.14324/LRE.18.2.09
                Copyright © 2020 Rayner and Gunter.

                This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

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                References: 77, Pages: 17
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                London Review of Education

                Volume 18, Issue 2

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                Most referenced authors 151