Good school/bad school: paradox and fabrication
Introduction While this paper can be read, I hope, as a free-standing and ended, if not finished, piece of analysis, it is one of a series of related and incomplete ‘attempts’ at conceptualising ‘reformed’1 schools. The relatedness and incompleteness is part of the point of the exercise. What I am trying to do here is move beyond the neat and totalising, essentialist, one-off forms of analysis that are normally applied to schools as organisations, both in characterisations in research and in public evaluations; i.e. failing/successful, effective/ineffective etc.