Responsible participation and housing: restoring democratic theory to the scene

Tensions between individual liberty and collective social justice characterise many advanced liberal societies. These tensions are reflected in the challenges posed for representative democracy both by participatory democratic practices and by the current emphasis on (so-called) responsible participation. Based on the example of ‘community’ housing associations in Scotland, this paper explores these tensions. It is argued that the critique of responsibility may have been over-stated – that, in particular, ‘community’ housing associations offer the basis for relatively more inclusive and effective processes of decision-making than council housing, which relies on the traditional processes and institutions of representative local government for its legitimacy

Trouble at the top: The construction of a tenant identity in the governance of social housing organizations

The project of citizen governance has transformed the social housing sector in England where 20,000 tenants now sit as directors on the boards of housing associations, but the entrance of social housing tenants to the boardroom has aroused opposition from the chief executives of housing companies and triggered regulatory intervention from government inspectors. This paper investigates the cause of these tensions through a theoretical framework drawn from the work of feminist philosopher Judith Butler. It interprets housing governance as an identificatory project with the power to constitute tenant directors as regulated subjects, and presents evidence to suggest that this project of identity fails to completely enclose its subject, allowing tenant directors to engage in ‘identity work’ that threatens the supposed unity of the board. The paper charts the development of antagonism and political tension in the board rooms of housing companies to present an innovative account of the construction and contestation of identities in housing governance

The Depth and Dynamics of Context: Tracing the Sources and Channels of Engagement and Disengagement in Students' Response to Literature

In this article, we analyze one coauthor's 12th-grade English class, focusing on a small group of students who interpreted the character of Gertrude in Hamlet through a body biography, a life-sized human outline that students filled with words and images that represented their understanding of the character. We analyze the body biography production as a function of the social context of activity and then analyze the processes of composition involved in their production. Analysis of the data reveals that (a) the students exhibited different degrees of commitment to and involvement in the group task, (b) the degree of equity in productivity and social relations varied within the group in accordance with these different degrees of engagement, and (c) the inequity in social relations and contributions to the group product belied the degree to which the final interpretive product met the teacher's assessment criteria. We conclude with a reconsideration of the notion of engagement that includes attention to both the immediate social relations within the classroom and the histories of engagement that students bring to class.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

How teachers’ individual autonomy may hinder students’ academic progress and attainment: Professionalism in practice

This article reports a 3-year case study of a primary school in England, in which a recently appointed principal attempted to build ‘collegial professional autonomy’ (Nordic Journal of Studies in Educational Policy, 2, 2015, 20) within a push to improve students’ progress and attainment. The research examined the tensions between staff who embraced the principal's agenda for collegially agreed change, and whose students’ academic progress and performance improved over a 3-year consecutive period when measured in terms of students’ entry-level attainment and socio-economic factors, and staff who asserted their right to ‘individual professional autonomy’ and whose students’ academic progress and attainment declined. The research: (i) challenges claims that reform necessarily results in school cultures of compliancy, de-professionalisation and the technicisation of teaching; (ii) raises issues concerning the pedagogical leadership of principals in a devolved, ‘self-governing’ school system; and (iii) questions teachers’ entitlements to individual professional autonomy where this is associated with students’ continuing academic underperformance