15 SES 11, Turbulence, Empowerment and Marginalised Groups in International Education Governance Systems Part 1
Symposium to be continued in 15 SES 12
The professional challenge is Black, Asian Minority Ethnic Chief Executive Officers (BAME CEOs) who lead Multi Academy Trusts (MATs) in England need to navigate turbulence to assure all schools within their MATs are high performing. Three aims address the professional challenge. First, to describe what turbulence these BAME CEOs navigate. Second, to establish who helps them navigate the turbulence. Third, to describe and understand what kinds of cultural change the BAME CEOs of MATs articulate is needed to navigate or remove the turbulence to optimise student learning and Empower Young Societal Innovators for Equity and Renewal (EYSIER). Finally to theorise the logical, empirical, moral and ethical evidence to present knowledge to action to empower BAME CEOs for EYSIER. Semi structured interviews were conducted with five BAME CEOs of MATs from a population of 17. Evidence reveals fast moving mergers through forced takeovers by large MATs prevent quality succession planning in education. BAME CEOs with professional educational credentials and DfE (2014) education leadership values, identified that empty, small and even medium MATs were vulnerable without the necessary infrastructure or capital to grow their MAT. CEOs of large MATs with principles that may map to The Independent Commission on Good Governance in Public Services in 2004 (ICGGPS, 2004), but without professional educational credentials or track record of being a successful teacher, or educational leader who can transform schools from failing to good or outstanding, may force a hostile takeover (Diamond, 2012). The CEO, who does not know how to improve schools, may employ the former CEO of the empty, small or medium MAT as a consultant to improve schools from failing to outstanding. Such dismantling of the system does not empower enlightened professionals to organise education with wisdom, traditional knowledge, and innovation through professional constructive networks underpinned by ethos, pathos, and logos. The current system depends upon enlightened humans in their private capacity (Dewey, 1916), rather than legislation that supports high quality leaders with a track record of, and appetite for, the transformation of failing schools to good and outstanding one school at a time. Knowledge to Action identifies that turbulence in the education governance system needs to be described. Enlightened professional educational leaders need to mentor BAME CEOs of MATs to become the enlightened professionals of the next generation who can Empower Young Societal Innovators for Equity and Renewal (EYSIER) for building peace and sustainable economic, cultural, and political prosperity.
Adler, M. (1941) A Dialectic of Morals: Towards the Foundations of Political Philosophy. Notre Dame: University of Notre Dame. Collins-Ayanlaja, C., and Taysum, A. (2016) A Bourdieusian Analysis of Institutionalised Racism, World Educational Research Association, April, Washington. Department for Education (DfE, 2015) National Standards for Head Teachers. Available online at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/396247/National_Standards_of_Excellence_for_Headteachers.pdf accessed 28 January 2018 Dewey, J. (1916). Democracy and Education. USA: Complete and unabridged classic reprint. Diamond, S. (2012) Beyond the Berle and Means paradigm: private equity and the new capitalist order in C. Williams, and P. Zumbansen (eds) The Embedded Firm: Corporate Governance, Labor and Finance Capitalism. Cambridge: Cambridge University Press. Glazer, N. (1987) Affirmative Discrimination Ethnic Inequality and Public Policy. Harvard: Harvard University Press. The Independent Commission on Good Governance in Public Services (ICGGPS,) (2004) The Good Governance Standards for Public Services. Available online at: https://www.jrf.org.uk/sites/default/files/jrf/migrated/files/1898531862.pdf accessed 22 December 2017. Ruşitoru, M-V. (2017). Le droit à l’éducation et les politiques éducatives. Union européenne et Roumanie. Paris: Harmattan. 264 pages.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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