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Critical Perspectives on Primary School Governance in England explores how primary school governor training shapes educational leadership and accountability. Drawing on original mixed-methods research and the critical pedagogy of Paulo Freire, Dr Sarah Chung challenges the compliance-driven models that dominate current training provision. Instead, this book advocates for a transformative, dialogic approach that empowers governors as reflective, ethical leaders.
Through rigorous analysis and vivid practitioner voices, Chung reveals the limitations of fragmented, procedural training and argues for a model that fosters agency, collaboration, and democratic participation. The book’s insights extend beyond England, providing globally relevant lessons for governance systems grappling with the balance between professionalisation and lay participation.
With practical recommendations and a fresh theoretical lens, this work is essential reading for academics, policymakers, training providers, and anyone committed to reimagining school governance.
Sarah Chung is an education researcher specialising in school governance. She completed her doctorate at the University of Birmingham, UK, where her research examined the effectiveness of primary school governor training in England, with a particular focus on how well training prepares governors for increasingly professionalised and accountable roles.
Chapter 1. Introduction – Governance in the Age of Compliance
Chapter 2. Philosophical Foundations of the Study
Chapter 3. Methodology – Exploring Governors’ Perspectives
Chapter 4. Governors’ Voices – Experiences, Tensions, Aspirations and Training as Transmission – The Dominant Model
Chapter 5. Reimagining Governor Training – A Dialogic Approach
Chapter 6. Conclusion – From Compliance to Critical Consciousness