The Challenge of Developing the 'New Public School': learning from extended schools

FORUM - ISSN 0963-8253
Volume 61 Number 2 (2019)

The Challenge of Developing the 'New Public School': learning from extended schools
DOUG MARTIN, pages 251-260
DOI: 10.15730/forum.2019.61.2.251

Abstract

English school policy since 1988 has increasingly been defined in neoliberal terms, with an emphasis on markets, competition, and education in its narrowest sense (ENS). However, for a brief interlude from 2005 to 2010, school leaders were challenged by a new Extended Schools (ES) policy to look outside their classrooms and beyond their school gates and to consider education from a wider perspective. This article, based on research in four communities, examines how schools responded to this policy change, through developing ES partnerships, and engaging with community-based organisations and the community itself. The learning from this research undertaken across diverse schools and communities covering this unique period points to what a 'new public school' might be and the conditions it might need to successfully evolve.

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To cite this article
DOUG MARTIN (2019) The Challenge of Developing the 'New Public School': learning from extended schools, FORUM, 61(2), 251-260. https://doi.org/10.15730/forum.2019.61.2.251

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