Dr Christy Kulz is a postdoctoral fellow at the Technical University Berlin’s Institute of SociologyDr Kirsty Morrin is a lecturer in Sociology at the University of LiverpoolDr Ruth McGinity is an assistant professor in Educational Leadership and Policy at the UCL Institute of Education

• Foreword – Diane ReayIntroduction: A time and a place: doing critical qualitative and ethnographic work across an academised educational landscape – Christy Kulz, Ruth McGinity and Kirsty Morrin Part I - ‘Privatisation’: Positioning policies and publics: academies, governance and agency1 Academisation and the law of ‘attraction’: an ethnographic study of relays, connective strategies and regulated participation – Andrew Wilkins2 When the MAT moves in: implications for legitimacy in terms of governance and local agency – Helen Ryan-Atkin and Harriet RowleyPart II - ‘Practice’: Schooling the body and bodies in schooling: practice, strategy and the everyday3 Free schools, inclusion and social capital of children with special educational needs and disabilities – Clara R. Jørgensen and Julie Allan 4 The great education ‘permanent revolution’? Shape-shifting academies and degrees of change (and ‘success’) – Katie Blood 5 What 'these kids' need: discipline, misrecognition and resistance in an English academy school – Sarah LeaneyPart III - ‘Reflexivity’: In the contours and on the margins: re-imagining the academy6 Producing the academy school: Foucault and the study of policy production – Jodie Pennacchia 7 The ‘contradictory space’ of the entrepreneurial academy: critical ethnography, entrepreneurship education and inequalities – Kirsty Morrin Conclusion – Embedding an educational settlement: coercion, contestation and localised struggles – Christy Kulz, Kirsty Morrin and Ruth McGinityAfterword: Polyvalent and incoherent: the academies programme and the English educational apparatus – Stephen J. BallIndex

Dr Christy Kulz is a postdoctoral fellow at the Technical University Berlin’s Institute of SociologyDr Kirsty Morrin is a lecturer in Sociology at the University of LiverpoolDr Ruth McGinity is an assistant professor in Educational Leadership and Policy at the UCL Institute of Education

• Foreword – Diane ReayIntroduction: A time and a place: doing critical qualitative and ethnographic work across an academised educational landscape – Christy Kulz, Ruth McGinity and Kirsty Morrin Part I - ‘Privatisation’: Positioning policies and publics: academies, governance and agency1 Academisation and the law of ‘attraction’: an ethnographic study of relays, connective strategies and regulated participation – Andrew Wilkins2 When the MAT moves in: implications for legitimacy in terms of governance and local agency – Helen Ryan-Atkin and Harriet RowleyPart II - ‘Practice’: Schooling the body and bodies in schooling: practice, strategy and the everyday3 Free schools, inclusion and social capital of children with special educational needs and disabilities – Clara R. Jørgensen and Julie Allan 4 The great education ‘permanent revolution’? Shape-shifting academies and degrees of change (and ‘success’) – Katie Blood 5 What 'these kids' need: discipline, misrecognition and resistance in an English academy school – Sarah LeaneyPart III - ‘Reflexivity’: In the contours and on the margins: re-imagining the academy6 Producing the academy school: Foucault and the study of policy production – Jodie Pennacchia 7 The ‘contradictory space’ of the entrepreneurial academy: critical ethnography, entrepreneurship education and inequalities – Kirsty Morrin Conclusion – Embedding an educational settlement: coercion, contestation and localised struggles – Christy Kulz, Kirsty Morrin and Ruth McGinityAfterword: Polyvalent and incoherent: the academies programme and the English educational apparatus – Stephen J. BallIndex

Dr Christy Kulz is a postdoctoral fellow at the Technical University Berlin’s Institute of SociologyDr Kirsty Morrin is a lecturer in Sociology at the University of LiverpoolDr Ruth McGinity is an assistant professor in Educational Leadership and Policy at the UCL Institute of Education

• Foreword – Diane ReayIntroduction: A time and a place: doing critical qualitative and ethnographic work across an academised educational landscape – Christy Kulz, Ruth McGinity and Kirsty Morrin Part I - ‘Privatisation’: Positioning policies and publics: academies, governance and agency1 Academisation and the law of ‘attraction’: an ethnographic study of relays, connective strategies and regulated participation – Andrew Wilkins2 When the MAT moves in: implications for legitimacy in terms of governance and local agency – Helen Ryan-Atkin and Harriet RowleyPart II - ‘Practice’: Schooling the body and bodies in schooling: practice, strategy and the everyday3 Free schools, inclusion and social capital of children with special educational needs and disabilities – Clara R. Jørgensen and Julie Allan 4 The great education ‘permanent revolution’? Shape-shifting academies and degrees of change (and ‘success’) – Katie Blood 5 What 'these kids' need: discipline, misrecognition and resistance in an English academy school – Sarah LeaneyPart III - ‘Reflexivity’: In the contours and on the margins: re-imagining the academy6 Producing the academy school: Foucault and the study of policy production – Jodie Pennacchia 7 The ‘contradictory space’ of the entrepreneurial academy: critical ethnography, entrepreneurship education and inequalities – Kirsty Morrin Conclusion – Embedding an educational settlement: coercion, contestation and localised struggles – Christy Kulz, Kirsty Morrin and Ruth McGinityAfterword: Polyvalent and incoherent: the academies programme and the English educational apparatus – Stephen J. BallIndex