Creeping Anglicisation: School Inspection in Scotland and Ireland
Saved in:
| Title: | Creeping Anglicisation: School Inspection in Scotland and Ireland |
|---|---|
| Language: | English |
| Authors: | Kevin Proudfoot |
| Source: | Comparative Education. 2026 62(2):285-302. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Foreign Countries, Comparative Education, Inspection, Accountability, Institutional Evaluation, Schools, Models, Educational Policy, Policy Formation, Educational Quality |
| Geographic Terms: | United Kingdom (Scotland), Ireland, United Kingdom (England) |
| DOI: | 10.1080/03050068.2025.2469027 |
| ISSN: | 0305-0068 1360-0486 |
| Abstract: | This article makes a comparative textual analysis of current school inspection frameworks in Scotland, Ireland and England, drawing out the commonalities between these. The article demonstrates how these commonalities can be traced to a significant shared influence: the school inspection system in England. As such, the work shows a shared trajectory in Scottish and Irish education: towards an English inspection model. At the same time, the paper demonstrates how this direction of travel is disguised under the cloak of "appropriative legitimation" (Courtney and Mann 2021, 401), whereby this is presented not as radical anglicisation, but instead as within the best traditions of Scottish and Irish education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503734 |
| Database: | ERIC |
| Abstract: | This article makes a comparative textual analysis of current school inspection frameworks in Scotland, Ireland and England, drawing out the commonalities between these. The article demonstrates how these commonalities can be traced to a significant shared influence: the school inspection system in England. As such, the work shows a shared trajectory in Scottish and Irish education: towards an English inspection model. At the same time, the paper demonstrates how this direction of travel is disguised under the cloak of "appropriative legitimation" (Courtney and Mann 2021, 401), whereby this is presented not as radical anglicisation, but instead as within the best traditions of Scottish and Irish education. |
|---|---|
| ISSN: | 0305-0068 1360-0486 |
| DOI: | 10.1080/03050068.2025.2469027 |
