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Educational Philosophy and Theory: Incorporating ACCESS

Educational Institutions as Legal Entities
Deadline: 15 July 2016

Special Issue Call for Papers

National education systems are held to public account by the

legislative frameworks that regulate their activities. While the
most obvious legislative powers are transmitted through
education law, additional legislation comes to bear on the work
of schools and other educational institutions. Educational
institutions are legal entities and take on different
characteristics according to the form of legal structure they
either adopt or are assigned through government policy, and
the type of legislation that regulates these entities. The types of
entity vary from one legislative context to another, yet a feature
of modernisation policies within common law jurisdictions (such
as the Commonwealth countries and the United States)
pervasive since the second half of the 20th century is an
undoing of common education and diversification in institutional
type (Fielding and Moss, 2011; Seddon & Levin, 2013). The
legal structure of the modernised education institution is
commonly drawn from corporate law, although other forms of
legislation such as equality, employment or charity law may also come into effect. What does it mean for
public education when its institutions are organised and governed foremost as corporate legal entities?
And how do legislative frameworks that are intended to support a wider public interest like charity,
equality or even educational law interact with company law?

For this special issue papers are welcomed that view educational institutions from the perspective of
legal entities, and analyse them through theoretically rigorous social science, philosophical and cultural
studies methods. Papers should engage with the realpolitik of education, exploring educational
institutions relationships with state through the regulatory frameworks that govern how they
conceptualise what they do and what is done. Papers that act as political or democratic intervention and
reconfigure our understandings of educational institutions and legislative regulation are particularly
welcome (Simons & Masschelein, 2010). Possible entities to explore include but are not limited to
non-profit organisations, public benefit corporations, incorporated or unincorporated associations, limited
companies, co-operatives, mutuals, trusts and foundations, charities or others. Papers may focus upon
operational processes: for example, financial accountability, annual reporting, demonstration of public
benefit, or the development of instruments of government; or they may be concerned more directly with
analysis of legislative frameworks such as education, companies or charity law.

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References:

Fielding M and Moss P (2011) Radical Education and the Common School: A democratic alternative.
London; NewYork: Routledge.

Simons, M. & Masschelein, J. (2010) Governmental, Political and Pedagogic Subjectivation: Foucault
with Rancire, Educational Philosophy and Theory, 42(5-6), 588-605.

Seddon, T and Levin, J S (eds) (2013) Educators, professionalism and politics. Global transitions,
national spaces and professional projects. World Year Book of Education 2013. London: Routledge.

Important Dates

15th July 2016: An abstract of no more than 250 words sent to ruth.boyask@plymouth.ac.uk

15th August 2016: Reviewer response.

30 December 2016: Manuscripts due.

15th February 2017: Reviewer response

15th July 2017: Final manuscripts due

September 2017 Publication (online and hard copy)

Editorial information

Guest Editor: Ruth Boyask, Plymouth University, UK (ruth.boyask@plymouth.ac.uk)

Explore Educational Philosophy and Theory: Incorporating

ACCESS

(http://www.tandfonline.com/REPT)
Published on behalf of the Philosophy of Education Society of Australasia.
(http://www.pesa.org.au/site0/page/home)

Published by Routledge
14 issues per year

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