Natalie Papanastasiou
- Published in print:
- 2019
- Published Online:
- January 2020
- ISBN:
- 9781447343851
- eISBN:
- 9781447343899
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447343851.003.0006
- Subject:
- Political Science, Public Policy
This chapter focuses on the practices of frontline workers in policymaking processes and makes a key intervention by arguing that practices of scalecraft are an overlooked dimension of frontline ...
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This chapter focuses on the practices of frontline workers in policymaking processes and makes a key intervention by arguing that practices of scalecraft are an overlooked dimension of frontline work. It explores how frontline workers construct and strategically mobilise scale in their policy work by presenting an empirical study of frontline actors tasked with implementing England’s academies policy in a local authority case study. Analysis demonstrates how practices of scalecraft are a key feature and strategy of policy actors’ work which is key to understanding how a counter-hegemonic strategy was pursued in the empirical case. By identifying how frontline work involves the creative and strategic use of scale the chapter proposes that this new dimension of frontline work is called ‘spatial entrepreneurship’ and the discussion concludes by outlining the key features of this type of work.Less
This chapter focuses on the practices of frontline workers in policymaking processes and makes a key intervention by arguing that practices of scalecraft are an overlooked dimension of frontline work. It explores how frontline workers construct and strategically mobilise scale in their policy work by presenting an empirical study of frontline actors tasked with implementing England’s academies policy in a local authority case study. Analysis demonstrates how practices of scalecraft are a key feature and strategy of policy actors’ work which is key to understanding how a counter-hegemonic strategy was pursued in the empirical case. By identifying how frontline work involves the creative and strategic use of scale the chapter proposes that this new dimension of frontline work is called ‘spatial entrepreneurship’ and the discussion concludes by outlining the key features of this type of work.
Calvin Morrill and Michael Musheno
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9780226538761
- eISBN:
- 9780226523873
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226523873.003.0008
- Subject:
- Sociology, Education
This chapter draws on ethnographic observations and focus groups to examine New West High School (NWHS) more than a decade after the arrival of safe schools to the campus, offering evidence for how ...
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This chapter draws on ethnographic observations and focus groups to examine New West High School (NWHS) more than a decade after the arrival of safe schools to the campus, offering evidence for how informal and formal control recoupled on campus and with it an alignment of trust and peer relations. This final chapter concludes relates the findings of the book with the significance of knowledge and moral authority on the front lines of schools, the role of trust in moderating conflict among diverse young people, and local social resilience in a neoliberal-paternal era.Less
This chapter draws on ethnographic observations and focus groups to examine New West High School (NWHS) more than a decade after the arrival of safe schools to the campus, offering evidence for how informal and formal control recoupled on campus and with it an alignment of trust and peer relations. This final chapter concludes relates the findings of the book with the significance of knowledge and moral authority on the front lines of schools, the role of trust in moderating conflict among diverse young people, and local social resilience in a neoliberal-paternal era.
Calvin Morrill and Michael Musheno
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9780226538761
- eISBN:
- 9780226523873
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226523873.001.0001
- Subject:
- Sociology, Education
Urban schools are usually associated with violence, chaos, and youth aggression. This book challenges the violence-centered conventional wisdom of urban youth studies, revealing instead the social ...
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Urban schools are usually associated with violence, chaos, and youth aggression. This book challenges the violence-centered conventional wisdom of urban youth studies, revealing instead the social ingenuity with which teens informally and peacefully navigate strife-ridden peer trouble. Taking as its focus a multi-ethnic, high-poverty school in the American southwest, the book complicates the conventional vision of urban youth, along the way revealing the resilience of students in the face of carceral disciplinary tactics. Grounded in sixteen years of ethnographic fieldwork, the book draws on archival and institutional evidence to locate urban schools in more than a century of local, state, and national change. The book also makes the case for schools that work, where negative externalities are buffered and policies are adapted to ever-evolving student populations. These kinds of schools require meaningful, inclusive student organizations for sustaining social trust and collective peer dignity alongside responsive administrative leadership. Further, students must be given the freedom to associate and move among their peers, all while in the vicinity of watchful, but not intrusive adults. The book makes a compelling case for these foundational conditions, arguing that only through them can schools enable a rich climate for learning, achievement, and social advancement.Less
Urban schools are usually associated with violence, chaos, and youth aggression. This book challenges the violence-centered conventional wisdom of urban youth studies, revealing instead the social ingenuity with which teens informally and peacefully navigate strife-ridden peer trouble. Taking as its focus a multi-ethnic, high-poverty school in the American southwest, the book complicates the conventional vision of urban youth, along the way revealing the resilience of students in the face of carceral disciplinary tactics. Grounded in sixteen years of ethnographic fieldwork, the book draws on archival and institutional evidence to locate urban schools in more than a century of local, state, and national change. The book also makes the case for schools that work, where negative externalities are buffered and policies are adapted to ever-evolving student populations. These kinds of schools require meaningful, inclusive student organizations for sustaining social trust and collective peer dignity alongside responsive administrative leadership. Further, students must be given the freedom to associate and move among their peers, all while in the vicinity of watchful, but not intrusive adults. The book makes a compelling case for these foundational conditions, arguing that only through them can schools enable a rich climate for learning, achievement, and social advancement.
