Inside the English education lab: Critical qualitative and ethnographic perspectives on the academies experiment

Front matter\n	Cover\n	Half Title\n	Title Page\n	Copyright Page\nContents\nList of Figures\nList of Contributors\nList of abbreviations\nForeword\nIntroduction – A time and a place: doing critical qualitative and ethnographic work across an academised educational landscape\nPart I – ‘Privatisation’: Positioning policies and publics: academies, governance and agency\nAcademisation and the law of ‘attraction’: an ethnographic study of relays, connective strategies and regulated participation\nWhen the MAT moves in: implications for legitimacy in terms of governance and local agency\nPart II – ‘Practice’: Schooling the body and bodies in schooling: practice, strategy and the everyday\nFree schools, inclusion and social capital of children with special educational needs and disabilities\nThe great education ‘permanent revolution’? Shape-shifting academies and degrees of change (and ‘success’)\nWhat ‘these kids’ need: discipline, misrecognition and resistance in an English academy school\nPart III – ‘Reflexivity’: In the contours and on the margins: re-imagining the academy\nProducing the academy school: ethnography, Foucault and the study of policy production\nThe ‘contradictory space’ of the entrepreneurial academy: critical ethnography, entrepreneurship education and inequalities\nConclusion – Embedding an educational settlement: coercion, contestation and localised struggles\nAfterword – Polyvalent and incoherent: the academies programme and the English educational apparatus\nIndex