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Buckingham Journal of Education
Number of Followers: 3  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2633-4909
Published by U of Buckingham Press Homepage  [5 journals]

    • Authors: Max Coates
      Pages: 1 - 8
      Abstract: This second edition, of the well-received, Buckingham Journal of Education, gathers a series of articles around the educational legacy of the Rt. Hon. Michael Gove MP. This eclectic range of articles seeks to explore some of the facets of his influence, intention and policy from the period of 2010 through to 2014 when he was the Secretary of State for Education in the Conservative / Liberal Coalition.
      PubDate: 2021-04-22
      DOI: 10.5750/tbje.v2i1.1929
      Issue No: Vol. 2, No. 1 (2021)

    • Authors: Tahir Abbas
      Pages: 6`1 - 82
      Abstract: In 2014, an alleged “Trojan Horse” plot to Islamise education in a number of schools attended predominantly by diverse Muslim pupils in the inner-city wards of Birmingham raised considerable questions. Ofsted investigations of 21 schools explored these concerns at the behest of the then Secretary of State for Education, Michael Gove MP. At the head of this so-called plot, a certain Tahir Alam, once a darling of New Labour’s policies on British Muslim schools, faced the brunt of the media and political furore. Based on a series of face-to-face interviews with Alam in 2015 and 2016, this paper provides a detailed insight into the allegations, the context in which they emerged, and the implications raised for young Muslims in the education system. Ultimately, as part of the government’s counter-terrorism policy the accusations of the “Islamisation” of education in these “Trojan Horse” schools foreshadowed the additional securitisation of all sectors of education. However, there was neither the evidence nor the legal justification to ratchet up anti-extremism education measures that eventually followed; namely the Counter-
      Terrorism and Security Act 2015. The consequences of the negative attention heightened existing Islamophobia but, paradoxically, they also limited the opportunities for de-radicalisation through education.
      PubDate: 2021-04-22
      DOI: 10.5750/tbje.v2i1.1933
      Issue No: Vol. 2, No. 1 (2021)

    • Authors: Richard Riddell
      Pages: 11 - 24
      Abstract: This article examines the nature and effects of the radical reforms to English school governance since 2010, the year in which a Coalition Government, led by the Conservative Party, came to power in the UK, and Michael Gove was ­appointed Secretary of State for Education for England, a post he occupied for four formative years of Education reform. These governance reforms were part of a much wider programme of change, arguably fundamental in the sense that they have affected the classroom experiences of students directly. This programme encompassed changes to the curriculum, the assessment of children (and, by proxy, teachers and schools), the initial training and assessment of teachers and, eventually, school inspection, with the most recent revised Ofsted Inspection Framework governing inspections in use from September 2019 (Ofsted 2019). Nevertheless, governance changes provide the framework through which all educational change in the future can be conceived, considered, interpreted, implemented and realised with students. So although all the above changes are identified with Gove, the changes to governance, often still badged as ‘academisation’, may be argued to be the most fundamental and the basis for considering future change and, indeed, Gove’s heritage. No one policy maker controls the complete process of change and its development, of course, one of the features of ‘complexity’, and it is argued here that the methods of realising governance reform in England have severely constrained future choices of direction.
      PubDate: 2021-04-22
      DOI: 10.5750/tbje.v2i1.1930
      Issue No: Vol. 2, No. 1 (2021)
           THE ‘BLOB’

    • Authors: Richard Davies
      Pages: 25 - 44
      Abstract: This article offers a perspective on the debate about experts and their value. It considers why expert claims for attention are often regarded as suspect. It does so by reflecting on the work of Arendt, Oakeshott, and Scruton. It notes that decision makers can easily find themselves in a bind - sometimes railing against experts, like those presumed to inhabit an education ‘Blob’ in the UK - and at other times seemingly becoming dependent upon them, as in ‘the Science’ and public health. It draws attention to the character of the distaste for scepticism about experts within education, and to the intellectual origin of that scepticism itself. It highlights the alleged contradictions in the minds of sceptics especially where they want to conserve or draw strength from inherited social norms, and yet at the same time regard them as a dehumanising trap. It suggests that the contradiction can be overcome by distinguishing between their concerns about the dangers of rationalism, and their rooted attachment to reason and reasonableness. It invites practitioners to take a principled interest in risk and in its resistance to elimination. It suggests that ridicule can be healthy in so far as it deftly challenges complacency amongst experts and practitioners alike.
      PubDate: 2021-04-22
      DOI: 10.5750/tbje.v2i1.1931
      Issue No: Vol. 2, No. 1 (2021)
  • MICHAEL GOVE 2010–2014

    • Authors: Barnaby Lenon
      Pages: 45 - 59
      Abstract: The article provides an overview of the extensive and fast-moving reforms ­initiated by Michael Gove as the Secretary of State for Education in the years 2010–2014. These include the rapid acceleration of the academisation programme and the development of free schools. There is a more extensive exploration of the reform of the curriculum and the reformation of examination structures. This latter review is set in the context of university advice and against the backdrop of international performance. Much of the focus of the article considers the implementation of the intentions of a minster who had been in waiting for three years before taking office. However, consideration is also given to the unexpected, yet significant, issues which intersect a politician’s tenure of office. The Birmingham based ‘Trojan Horse Schools’ situation is considered both as an issue of accountability but also its implications for the nature of schooling, state funding and societal values.
      PubDate: 2021-04-22
      DOI: 10.5750/tbje.v2i1.1932
      Issue No: Vol. 2, No. 1 (2021)

    • Authors: Timothy Mills
      Pages: 83 - 100
      Abstract: By taking sides in the long-running ‘Reading Wars’ and terminating the existing model of early reading instruction with extreme prejudice, Michael Gove took one of the boldest, most contentious, unpopular and far-reaching decisions of his tenure as Education Secretary. This paper investigates the history, the battle lines, the weaponry and, if, indeed, he won the war, whether it resulted in more children in England being able to read. The results suggest that this, rather than his changes to curriculum and assessment, may be his greatest legacy.
      PubDate: 2021-04-22
      DOI: 10.5750/tbje.v2i1.1934
      Issue No: Vol. 2, No. 1 (2021)

    • Authors: Andrew Chandler-Grevatt
      Pages: 101 - 117
      Abstract: During Michael Gove’s educational reforms between 2010–2014, he imposed several policy changes that changed the nature of assessment in terms of grading, terminal examinations and classroom expectations. Despite his vision of England rising up the international league tables, there has been little change in England’s position and even signs of stagnation of attainment at upper secondary. This paper uses the Teacher Assessment Literacy in Practice (TALiP) framework to understand why the reforms associated with assessment have had little impact on attainment and reveals the devastating effect of such wholesale change to school assessment systems, without time or support to change, leaving teachers in a decade of assessment wilderness.
      PubDate: 2021-04-22
      DOI: 10.5750/tbje.v2i1.1935
      Issue No: Vol. 2, No. 1 (2021)

    • Authors: David Gumbrell, Mark Deacon
      Pages: 121 - 128
      Abstract: David Gumbrell was a Primary headteacher in a successful London school when Michael Gove was Education Secretary. He is now a successful writer, trainer and academic with a special interest in teacher induction, development and wellbeing. The following are some of his reflections from the position of school leadership on what he sees as fundamental flaws in Gove’s leadership of education. Whilst, Gumbrell remains aware of potential unconscious bias he uses trust as the pivot, for his reflections. He states ‘I hope to mitigate the inevitable emotional attachment to my profession and my view as to the effect that Michael Gove has had upon it, both at the time and also the resultant legacy of his ministerial post. Gove was and remains a polarising figure. For some Gove was the saviour of high-quality education, others regarded him as a ‘vandal’, busy sacking the person-centred education which had built up and refined since Plowden. Although never a consensus view, many teacher expressed their dismay at the reforms to the accreditation structure, curriculum, schemes of assessment and opportunities to control schools brought in by Gove.
      PubDate: 2021-04-22
      DOI: 10.5750/tbje.v2i1.1936
      Issue No: Vol. 2, No. 1 (2021)
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