A Space for Policy Legacy: An Ethnographic Exploration of a Secondary Schools Commitment to Creativity after National Policy Priorities Have Changed

Moger, P.; Bagley, C.

Abstract

To-date qualitative research in the field of policy enactment has tended to focus on investigating existing national policy discourse and the ways in which this discourse is creatively reconstituted in school-based contexts of practice. In this paper, the focus is on uncovering the ways in which a school-based commitment to a specific policy – in this case creativity – is sustained and has a legacy even after national policy discourse and priorities have changed. By focusing ethnographically upon the legacy of policy at a school-based level, the paper sets out to illuminate the social actions teachers undertake to establish, nurture and protect their institutional and professional investment in and commitment towards creativity.

Citation

Moger, P., & Bagley, C. (2019). A Space for Policy Legacy: An Ethnographic Exploration of a Secondary Schools Commitment to Creativity after National Policy Priorities Have Changed. Ethnography and Education, 14(1), 101-118. https://doi.org/10.1080/17457823.2017.1396544

• Journal Article Type: Article
• Acceptance Date: Oct 25, 2017
• Online Publication Date: Nov 2, 2017
• Publication Date: 2019
• Deposit Date: Jan 2, 2018
• Publicly Available Date: May 2, 2019
• Journal: Ethnography and Education
• Print ISSN: 1745-7823
• Electronic ISSN: 1745-7831
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 14
• Issue: 1
• Pages: 101-118
• DOI: https://doi.org/10.1080/17457823.2017.1396544
• Public URL: https://durham-repository.worktribe.com/output/1337815