The potential of school partnerships to ameliorate educational inequity: a case study of two partnerships in Scotland

Chestnutt, Hannah Renée (2017) The potential of school partnerships to ameliorate educational inequity: a case study of two partnerships in Scotland. PhD thesis, University of Glasgow.

Full text available as:
[img]
Preview
PDF
Download (6MB) | Preview

Abstract

The disparity between the educational achievement of children from disadvantaged backgrounds compared to children from more advantaged backgrounds in Scotland has led to a number of proposed changes to education. Many of the initiatives to address the disparity have involved multi-agency collaborations such as The Child Poverty Strategy for Scotland and GIRFEC. The only approach in Scotland to specifically involve educational professionals participating in collaborative inquiry across school and local authority boundaries, the School Improvement Partnership Programme (SIPP), is the focus of this study. Drawing on the capability approach and social network theory this study examines the use of school collaboration to ameliorate educational inequity. Educational professionals and pupils from a school partnership programme were invited to participate in this case study. 114 social network analysis questionnaire responses were received over two time points. 25 pupils participated in focus groups and 18 educational professionals participated in either focus groups or interviews. Many of the participating educational professionals took risks by introducing innovative strategies in classrooms, schools and local authorities. Support was provided in the form of resources such as supply teachers to allow classroom teachers to participate in collaborative inquiry. This thesis extends our understanding of the opportunities for capabilities to be fostered in pupils and educational professionals when educational professionals are united in purpose, but have the freedom and support to move between a variety of networks. Knowledge about the degree to which such networks were able to interrupt existing social norms, rules, power structures and pedagogy has implications for planning the appropriate conditions to support long term, dynamic partnerships for the amelioration of educational inequity.

Item Type: Thesis (PhD)
Qualification Level: Doctoral
Keywords: Educational inequity, school partnerships, collaboration, social network analysis, capability approach.
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Colleges/Schools: College of Social Sciences > School of Education
Funder's Name: UNSPECIFIED
Supervisor's Name: Chapman, Professor Chris and Lowden, Mr Kevin and Schweisfurth, Professor Michele
Date of Award: 2017
Depositing User: Dr. Hannah R. Chestnutt
Unique ID: glathesis:2017-8617
Copyright: Copyright of this thesis is held by the author.
Date Deposited: 19 Dec 2017 15:14
Last Modified: 11 Jan 2018 08:54
URI: http://theses.gla.ac.uk/id/eprint/8617

Actions (login required)

View Item View Item