This article explores the role of school staff in the accessibility of education with a focus on professional discretion and its relation with institutions and contexts. Drawing on the street-level bureaucracy approach it looks into different types of discretionary practices and asks how their legitimacy influences their success. The analysis is based on different types of data and exemplary trajectories are used as illustration. Results show that discretion can be used to both increase and reduce accessibility: proactivity is elicited when societal goals are shared, but means are considered inadequate and when control over the process is high. Negative reactivity is associated with overworking and silo professional cultures.
Creating accessibility to education: the role of school staff's discretionary practices
BARBERIS, EDUARDO;
2015
Abstract
This article explores the role of school staff in the accessibility of education with a focus on professional discretion and its relation with institutions and contexts. Drawing on the street-level bureaucracy approach it looks into different types of discretionary practices and asks how their legitimacy influences their success. The analysis is based on different types of data and exemplary trajectories are used as illustration. Results show that discretion can be used to both increase and reduce accessibility: proactivity is elicited when societal goals are shared, but means are considered inadequate and when control over the process is high. Negative reactivity is associated with overworking and silo professional cultures.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
