Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/2658
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Marketisation, Choice, and Scottish Education: enhancing parent and pupil voice?
Authors: Cope, Peter
I'Anson, John
Contact Email: john.ianson@stir.ac.uk
Issue Date: 2009
Publisher: Scottish Academic Press Plc
Citation: Cope P & I'Anson J (2009) Marketisation, Choice, and Scottish Education: enhancing parent and pupil voice?, Scottish Educational Review, 41 (2), pp. 81-96.
Abstract: Current educational policy in many parts of the world is dominated by the discourse of the market. Choice is seen as a lever by which quality will be enhanced through its direct effects on providers. Choice is intended to provide an exit for users but, in doing so, it is argued by policy makers that it makes user voice more effective. This paper examines the relationship between exit, voice and loyalty in public services using Scottish education as a case study where choice is constrained by both geography and political factors. We consider the implications of Le Grand’s (2003, 2007) analysis of public services in terms of characterising providers as “knights” or “knaves” and users as “queens” or “pawns” and discuss the advantages and difficulties of maintaining a system of knightly providers and queenly users.
Type: Journal Article
URI: http://hdl.handle.net/1893/2658
URL: http://www.scotedreview.org.uk/view_issue.php?id=41[2]
Rights: The full text of this article is available from the Scottish Educational Review (SER) web pages http://www.scotedreview.org.uk/view_issue.php?id=41[2]. Statement on website: "SER is available in paper form by subscription. This website contains an archive of back issues (papers as downloadable pdfs). The 2 most recent editions are available as abstracts only, but all older articles are available in full back to 1997". http://www.scotedreview.org.uk/index.php.; The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author; you can only request a copy if you wish to use this work for your own research or private study.
Affiliation: Initial Teacher Education

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