Professor PATRICIA THOMSON's Outputs (6)

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. 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. (2019). Thinking about the school most of the time: studio as generative metaphor for critical reflection. Journal of Educational Administration and History, 51(2), 87-102. 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.

Alternative Programmes, Alternative Schools, and Social Justice (2018)
Book
McGregor, G., Mills, M., Thomson, P., & Pennacchia, J. (Eds.). (2018). Alternative Programmes, Alternative Schools, and Social Justice. Routledge

Alternative provision in England: problematising quality and vulnerability (2018)
Book Chapter
Thomson, P., & Pennacchia, J. (2018). Alternative provision in England: problematising quality and vulnerability. In M. Mills, & G. McCluskey (Eds.), International perspectives on alternative education: policy and practice. UCL IOE Press

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.