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dc.contributor.authorMcKay, Jane*
dc.contributor.authorGarratt, Dean*
dc.date.accessioned2014-01-03T14:13:45Z
dc.date.available2014-01-03T14:13:45Z
dc.date.issued2013-01-10
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.
dc.language.isoenen
dc.publisherTaylor & Francis
dc.relation.urlhttp://www.ingentaconnect.com/content/routledg/tedp
dc.rightsArchived with thanks to Journal of Education Policyen
dc.subjecteducation policy
dc.subjectparticipation
dc.subjectFoucault
dc.subjectdisciplinary technologies
dc.subjectgovernmentality
dc.subjectspecial educational needs
dc.titleParticipation as governmentality? The effect of disciplinary technologies at the interface of service users and providers, families and the state
dc.typeArticle
dc.contributor.departmentUniversity of Chesteren
dc.identifier.journalJournal of Education Policyen
html.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.
dc.dateAccepted2012-11-20


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