Participation as governmentality? The effect of disciplinary technologies at the interface of service users and providers, families and the state

Hdl Handle:
http://hdl.handle.net/10034/310882
Title:
Participation as governmentality? The effect of disciplinary technologies at the interface of service users and providers, families and the state
Authors:
McKay, Jane; Garratt, Dean
Abstract:
This article examines the concept of participation in relation to a range of recently imposed social and education policies. The authors discuss how disciplinary technologies, including government policy, operate at the interface of service users and providers, and examine the interactional aspects of participation where the shift from abstract to applied policy creates tensions between notions of parental responsibility and empowerment, participation and ‘positive welfare’. Three important issues/questions are raised: whether existing mechanisms for engagement between service users and service providers enable any meaningful participation and partnership in decision-making; whether multi-agency service provision is successfully incorporated within a participatory framework that allows service users to engage across and within services; and whether on the basis of our findings, there is requirement to remodel mechanisms for participation to enable user-experiences the opportunity to shape the way that services engage with families.
Affiliation:
University of Chester
Citation:
Journal of Education Policy, 2013, 28(6), pp. 733-749
Publisher:
Taylor & Francis
Journal:
Journal of Education Policy
Publication Date:
2013
URI:
http://hdl.handle.net/10034/310882
DOI:
10.1080/02680939.2012.752869
Additional Links:
http://www.ingentaconnect.com/content/routledg/tedp
Type:
Article
Language:
en
Description:
This article is not available through ChesterRep.
ISSN:
0268-0939; 1464-5106
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorMcKay, Janeen
dc.contributor.authorGarratt, Deanen
dc.date.accessioned2014-01-03T14:13:45Z-
dc.date.available2014-01-03T14:13:45Z-
dc.date.issued2013-
dc.identifier.citationJournal of Education Policy, 2013, 28(6), pp. 733-749en
dc.identifier.issn0268-0939-
dc.identifier.issn1464-5106-
dc.identifier.doi10.1080/02680939.2012.752869-
dc.identifier.urihttp://hdl.handle.net/10034/310882-
dc.descriptionThis article is not available through ChesterRep.en
dc.description.abstractThis article examines the concept of participation in relation to a range of recently imposed social and education policies. The authors discuss how disciplinary technologies, including government policy, operate at the interface of service users and providers, and examine the interactional aspects of participation where the shift from abstract to applied policy creates tensions between notions of parental responsibility and empowerment, participation and ‘positive welfare’. Three important issues/questions are raised: whether existing mechanisms for engagement between service users and service providers enable any meaningful participation and partnership in decision-making; whether multi-agency service provision is successfully incorporated within a participatory framework that allows service users to engage across and within services; and whether on the basis of our findings, there is requirement to remodel mechanisms for participation to enable user-experiences the opportunity to shape the way that services engage with families.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttp://www.ingentaconnect.com/content/routledg/tedpen
dc.rightsArchived with thanks to Journal of Education Policyen
dc.subjecteducation policyen
dc.subjectparticipationen
dc.subjectFoucaulten
dc.subjectdisciplinary technologiesen
dc.subjectgovernmentalityen
dc.subjectspecial educational needsen
dc.titleParticipation as governmentality? The effect of disciplinary technologies at the interface of service users and providers, families and the stateen
dc.typeArticleen
dc.contributor.departmentUniversity of Chesteren
dc.identifier.journalJournal of Education Policyen
All Items in ChesterRep are protected by copyright, with all rights reserved, unless otherwise indicated.