Since 2010, privatisation of English state funded schools has accelerated. This is an educational policy that continues to shift accountability for effective teaching away from central government and local authorities towards schools and individual teachers. New models of network governance continue to exacerbate old tensions between ideas of professional accountability and contractual accountability. In this context quality assurance mechanisms have displaced opportunities for personal development and job satisfaction.The phenomenon of participation has been conceptualised here as teacher voice and as the means of reducing professional conflicts in secondary schools. This discussion draws on empirical evidence from teacher interviews and teacher self-appraisal submissions in order to answer the question, ‘What are teachers’ experiences of participation in their performance appraisal in English Academy schools?’, where ‘evaluation has become an embedded practice giving less room to local actors’ (Kauko and Salokangas, 2015). Voice is described with reference to reflective writing for self-appraisal. Institutional forgetting is described in relation to reductions in professional dialogue and professional autonomy. Keywordsprivatization, self-appraisal, participation, voice, active, passive, compliance, non-compliance, forgetting, knowledge, stratification, separation, compartmentalization
Computational Heterogeneity and Teacher Voice
