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Outputs (35)

Resistance in Educational Leadership, Management, and Administration (2024)
Book
McKay, A., Thomson, P., & Blackmore, J. (Eds.). (2024). Resistance in Educational Leadership, Management, and Administration. Routledge. https://doi.org/10.4324/9781003279334

This edited volume brings together a range of perspectives on Educational Leadership, Management and Administration (ELMA) and various theories of resistance or compliance along with how policy and politics play out in school communities. The book... Read More about Resistance in Educational Leadership, Management, and Administration.

Leaders resisting? The very idea (2024)
Book Chapter
Thomson, P., McKay, A., & Blackmore, J. (2024). Leaders resisting? The very idea. In A. McKay, P. Thomson, & J. Blackmore (Eds.), Resistance in Educational Leadership, Management, and Administration (3-23). Routledge. https://doi.org/10.4324/9781003279334-2

While educational researchers have taken up the question of resistance, their interest is not shared by the majority of researchers in the educational leadership management and administration field. Our review of literatures within and beyond educati... Read More about Leaders resisting? The very idea.

The best of times, the worst of times: Continuities in school leaders' work in uncertain times (2024)
Journal Article
Thomson, P., & Greany, T. (in press). The best of times, the worst of times: Continuities in school leaders' work in uncertain times. Educational Management Administration and Leadership, https://doi.org/10.1177/17411432231218544

The COVID 19 pandemic created new challenges for school leaders. They worked very long hours in difficult circumstances. Improvising and responding quickly to poorly timed central guidelines had an adverse effect on their health and wellbeing. Our mi... Read More about The best of times, the worst of times: Continuities in school leaders' work in uncertain times.

‘The way I know is by looking back’: English primary school children’s views of making progress in arts subjects (2023)
Journal Article
Thomson, P., Maloy, L., & Hall, C. (2024). ‘The way I know is by looking back’: English primary school children’s views of making progress in arts subjects. Education 3-13, 52(2), 251-263. https://doi.org/10.1080/03004279.2023.2253075

Educators are concerned that children make progress in their learning. While there are both policy and professional debates about how progress should be monitored and assessed, the views of children are rarely considered. Grounded in the ‘voiced’ res... Read More about ‘The way I know is by looking back’: English primary school children’s views of making progress in arts subjects.

Schools and Cultural Citizenship: Arts Education for Life (2023)
Book
Thomson, P., & Hall, C. (2023). Schools and Cultural Citizenship: Arts Education for Life. Routledge. https://doi.org/10.4324/9781003093084

‘Why study the arts at school?’ This book offers a fresh perspective on this question. Informed by rigorous research, the book argues that the arts help young people to develop key skills, knowledge and practices that support them to become both crit... Read More about Schools and Cultural Citizenship: Arts Education for Life.

English schooling and little e and big E exclusion: what’s equity got to do with it? (2022)
Journal Article
Mills, M., & Thomson, P. (2022). English schooling and little e and big E exclusion: what’s equity got to do with it?. Emotional and Behavioural Difficulties, 27(3), 185-198. https://doi.org/10.1080/13632752.2022.2092273

It seems uncontentious that policy development should be informed by evidence, and that researchers should be engaged to assess available evidence. In this paper, we tell the story of a Rapid Evidence Assessment (REA) about school exclusion, a task i... Read More about English schooling and little e and big E exclusion: what’s equity got to do with it?.

Punk ideals, school leaders and fashioning an “authentic” self (2022)
Journal Article
Heffernan, A., & Thomson, P. (2023). Punk ideals, school leaders and fashioning an “authentic” self. Research in Education, 115(1), 80-99. https://doi.org/10.1177/00345237221131107

The field of education is in dire need of different ways of thinking about attracting, supporting, and retaining school leaders. We see the idea of punk as a space that may offer some leeway for thinking differently about professionalism for school l... Read More about Punk ideals, school leaders and fashioning an “authentic” self.

What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? (2022)
Journal Article
Keddie, A., MacDonald, K., Blackmore, J., Boyask, R., Fitzgerald, S., Gavin, M., …Yoon, E.-S. (2023). What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education?. Australian Educational Researcher, 50, 1571-1597. https://doi.org/10.1007/s13384-022-00573-w

The series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland... Read More about What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education?.

Cultural capitals matter, differentially: a Bourdieusian reading of perspectives from senior secondary students in England (2022)
Journal Article
Thomson, P., & Hall, C. (2022). Cultural capitals matter, differentially: a Bourdieusian reading of perspectives from senior secondary students in England. British Journal of Sociology of Education, 43(6), 860-877. https://doi.org/10.1080/01425692.2022.2083582

Ofsted, the inspection authority in England, has told schools to ensure that all students have access to cultural capital, taken as a canon of music, literature and art. In this paper, we trouble this guidance by analysing conversations with 1447 sen... Read More about Cultural capitals matter, differentially: a Bourdieusian reading of perspectives from senior secondary students in England.

Vox Poetica: bringing an arts-based research method to school leaders’ lockdown experiences (2022)
Journal Article
Thomson, P., Greany, T., Cousins, S., & Martindale, N. (2023). Vox Poetica: bringing an arts-based research method to school leaders’ lockdown experiences. Journal of Educational Administration and History, 55(2), 215-230. https://doi.org/10.1080/00220620.2022.2071849

The work of school leaders during lockdown has been emotionally charged and emotionally draining, affecting immediate well-being and longer term career plans. In order to communicate the emotions that we were told about and which were obvious during... Read More about Vox Poetica: bringing an arts-based research method to school leaders’ lockdown experiences.

The trust deficit in England: emerging research evidence about school leaders and the pandemic (2021)
Journal Article
Thomson, P., Greany, T., & Martindale, N. (2021). The trust deficit in England: emerging research evidence about school leaders and the pandemic. Journal of Educational Administration and History, 53(3-4), 296-300. https://doi.org/10.1080/00220620.2021.1975366

Limited research has assessed the impact of the Covid-19 pandemic on school leaders specifically. Working together with England's two leader associations, we designed and conducted a national survey of almost 1500 leaders in summer 2021 to assess th... Read More about The trust deficit in England: emerging research evidence about school leaders and the pandemic.

‘You just feel more relaxed’: An Investigation of Art Room Atmosphere (2021)
Journal Article
Thomson, P., & Hall, C. (2021). ‘You just feel more relaxed’: An Investigation of Art Room Atmosphere. International Journal of Art and Design Education, 40(3), 599-614. https://doi.org/10.1111/jade.12370

Art educators are increasingly interested in the affective dimensions of pedagogy. This paper contributes by exploring students' reports of feeling more relaxed and less stressed in the art room, data drawn from a three year study of thirty arts rich... Read More about ‘You just feel more relaxed’: An Investigation of Art Room Atmosphere.

Changing play – writing, researching and learning in an early years arts project (2019)
Journal Article
Franks, A., & Thomson, P. (2019). Changing play – writing, researching and learning in an early years arts project. Ethnography and Education, https://doi.org/10.1080/17457823.2019.1579659

'Changing Play' is an ongoing project initiated by education curators from the Serpentine, a prestigious London art gallery, working with the Portman children's centre nursery. Viewed by curators as a collaboration between artist, children's centre s... Read More about Changing play – writing, researching and learning in an early years arts project.

The pedagogical logics of arts-rich schools: a Bourdieusian analysis (2019)
Journal Article
Thomson, P., Hall, C., Earl, L., & Geppert, C. (2019). The pedagogical logics of arts-rich schools: a Bourdieusian analysis. British Journal of Sociology of Education, 40(2), 239-253. https://doi.org/10.1080/01425692.2018.1554474

© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. The arts are under threat in English schools. But some schools and teachers work against the trend. To understand how they continue to offer rich arts experiences to students, we... Read More about The pedagogical logics of arts-rich schools: a Bourdieusian analysis.

Negotiating meaning in multiple communities of practice: reconciliation and dis-identification in the identity work of headteachers leaving Anglican primary schools (2018)
Book Chapter
Whiteoak, D., & Thomson, P. (2018). Negotiating meaning in multiple communities of practice: reconciliation and dis-identification in the identity work of headteachers leaving Anglican primary schools. In R. McGinity, S. J. Courtney, & H. M. Gunter (Eds.), Educational Leadership: Theorising Professional Practice in Neoliberal Times. Abingdon, Oxfordshire, UK: Routledge

Understanding why headteachers leave their posts and leave headship before retirement is crucial to limit the haemorrhaging of headteachers from the system. We utilise the communities of practice framework to examine the identity work of Anglican hea... Read More about Negotiating meaning in multiple communities of practice: reconciliation and dis-identification in the identity work of headteachers leaving Anglican primary schools.

Thinking about the school most of the time: studio as generative metaphor for critical reflection (2018)
Journal Article
Thomson, P. (2018). Thinking about the school most of the time: studio as generative metaphor for critical reflection. Journal of Educational Administration and History, https://doi.org/10.1080/00220620.2018.1536039

Busy leaders need time to reflect and renew. They need to consider the particularities of their school and the ways in which they can work with others in the school community to address pressing issues, as well as to make future plans. The metaphor o... Read More about Thinking about the school most of the time: studio as generative metaphor for critical reflection.

Subject choice as everyday accommodation/resistance: why students in England (still) choose the arts (2018)
Journal Article
Thomson, P., Hall, C., Earl, L., & Geppert, C. (2020). Subject choice as everyday accommodation/resistance: why students in England (still) choose the arts. Critical Studies in Education, 61(5), 545-560. https://doi.org/10.1080/17508487.2018.1525754

High school students are expected to make choices about which subjects they study. These choices are not completely open but steered by what is on offer, previous achievement and conversations with teachers, family and friends; choices are patterned... Read More about Subject choice as everyday accommodation/resistance: why students in England (still) choose the arts.

A long goodbye to the 'good girl': An auto ethnographic account (2018)
Book Chapter
Thomson, P. (2018). A long goodbye to the 'good girl': An auto ethnographic account. In Feeling academic in the neoliberal university: Feminist flights, fights and failures (243-260). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-64224-6_11

The contemporary university relies on academic staff who are ready and willing to be highly productive on a number of fronts—publish widely and for a range of audiences, publish for audit purposes, attract funding, work in interdisciplinary teams, pr... Read More about A long goodbye to the 'good girl': An auto ethnographic account.

A little more madness in our methods?: a snapshot of how the educational leadership, management and administration field conducts research (2017)
Journal Article
Thomson, P. (in press). A little more madness in our methods?: a snapshot of how the educational leadership, management and administration field conducts research. Journal of Educational Administration and History, 49(3), https://doi.org/10.1080/00220620.2017.1315381

The field of educational leadership, management and administration (ELMA) uses methods drawn primarily from cognate educational disciplines. But does this matter? This paper explores the methods used in recently published papers through a snapshot of... Read More about A little more madness in our methods?: a snapshot of how the educational leadership, management and administration field conducts research.

Poverty, schooling, and beginning teachers who make a difference: a case study from England (2016)
Book Chapter
McIntyre, J., & Thomson, P. (2016). Poverty, schooling, and beginning teachers who make a difference: a case study from England. In J. Lampert, & B. Burnett (Eds.), Teacher education in high poverty schools. Springer. https://doi.org/10.1007/978-3-319-22059-8_9

Education policy makers in England have, over the last thirty years, radically changed schooling. The introduction of a national curriculum, national testing re-gimes, school inspections and school league tables has been at the heart of these changes... Read More about Poverty, schooling, and beginning teachers who make a difference: a case study from England.

Disciplinary regimes of ‘care’ and complementary alternative education (2015)
Journal Article
Thomson, P., & Pennacchia, J. (2016). Disciplinary regimes of ‘care’ and complementary alternative education. Critical Studies in Education, 57(1), 84-99. https://doi.org/10.1080/17508487.2016.1117506

In schools, the notion of ‘care is often synonymous with welfare and disciplinary regimes. Drawing on Foucault, and a study of alternative education across the UK, and looking in depth at two cases of complementary alternative education, we identify... Read More about Disciplinary regimes of ‘care’ and complementary alternative education.

Hugs and behaviour points: alternative education and the regulation of ‘excluded’ youth (2015)
Journal Article
Thomson, P., & Pennacchia, J. (2016). Hugs and behaviour points: alternative education and the regulation of ‘excluded’ youth. International Journal of Inclusive Education, 20(6), 622-640. https://doi.org/10.1080/13603116.2015.1102340

© 2015 Taylor & Francis. In England, alternative education (AE) is offered to young people formally excluded from school, close to formal exclusion or who have been informally pushed to the educational edges of their local school. Their behaviour i... Read More about Hugs and behaviour points: alternative education and the regulation of ‘excluded’ youth.

‘Everyone can imagine their own Gellert’: the democratic artist and ‘inclusion’ in primary and nursery classrooms (2015)
Journal Article
Thomson, P., & Hall, C. (2015). ‘Everyone can imagine their own Gellert’: the democratic artist and ‘inclusion’ in primary and nursery classrooms. Education 3-13, 43(4), https://doi.org/10.1080/03004279.2015.1020660

What do artists do when they work in schools? Can teachers do the same? These were the questions at the heart of our recent research, investigating the work of 12 artists working in primary and secondary schools in England. Funded by Creativity, Cult... Read More about ‘Everyone can imagine their own Gellert’: the democratic artist and ‘inclusion’ in primary and nursery classrooms.

Arts in the community as a place-making event (2014)
Book Chapter
Thomson, P., Barrett, A., Hall, C., Hanby, J., & Jones, S. (2014). Arts in the community as a place-making event. The Routledge international handbook of arts and educationTaylor & Francis (Routledge)

The uses and abuses of power: teaching school leadership through children's literature (2014)
Journal Article
Thomson, P. (2014). The uses and abuses of power: teaching school leadership through children's literature. Journal of Educational Administration and History, 46(4), https://doi.org/10.1080/00220620.2014.940858

There are relatively few studies of how representations of teachers, schools and educational administrators in popular films and television might be, and are, used in leadership preparation. This paper seeks to add to this small body of work; it repo... Read More about The uses and abuses of power: teaching school leadership through children's literature.

‘Scaling up’ educational change: some musings on misrecognition and doxic challenges (2014)
Journal Article
Thomson, P. (2014). ‘Scaling up’ educational change: some musings on misrecognition and doxic challenges. Critical Studies in Education, 55(2), https://doi.org/10.1080/17508487.2014.863221

Educational policy-makers around the world are strongly committed to the notion of ‘scaling up’. This can mean anything from encouraging more teachers to take up a pedagogical innovation, all the way through to system-wide efforts to implement ‘what... Read More about ‘Scaling up’ educational change: some musings on misrecognition and doxic challenges.