Julie Allan is Professor of Equity and Inclusion and Head of the School of Education at the University of Birmingham, UK. Valerie Harwood is Professor of Sociology and Anthropology of Education at the University of Sydney, Australia. Clara Rübner Jørgensen is Research Fellow within the Department of Disability, Inclusion and Special Needs at the University of Birmingham, UK.

• Contributors; 1. Introduction; PART I Changing contexts of school governance; 2. Can equity survive governance? Politics, accountability and local control in US education; 3. New modes of collaborative governance: Governing collaborations in a new school landscape, power, control and communication; 4. Nordic School Governance: Networking in Broken Chains; 5. The Emergence of Evidence-based Governance Models in the State-Based Education Systems of Austria and Germany.; PART II Stakeholders and ‘responsibilisation’; 6. Technologies in rational self-management: Interventions in the ‘responsibilisation’ of school governors; 7. Education governance and the responsibility to include: teachers as a site of discursive tension; 8. Governing inclusion: A principal and a governor in conversation; 9. The micro-politics of parental involvement in school governance; PART III Radical governance; 10. Stronger Smarter: Transformational change for Australian schools with rock-solid foundations in the Early Years; 11. Lessons from the AIME approach to the teaching relationship: valuing biepistemic practice; 12. Is participation a ‘sick word’? New insights into student democratic participation in light of research in Spanish schools.; 13. Democratic alternatives in a neoliberal age? Co-operation, governance and schooling; Afterword

Julie Allan is Professor of Equity and Inclusion and Head of the School of Education at the University of Birmingham, UK. Valerie Harwood is Professor of Sociology and Anthropology of Education at the University of Sydney, Australia. Clara Rübner Jørgensen is Research Fellow within the Department of Disability, Inclusion and Special Needs at the University of Birmingham, UK.

• Contributors; 1. Introduction; PART I Changing contexts of school governance; 2. Can equity survive governance? Politics, accountability and local control in US education; 3. New modes of collaborative governance: Governing collaborations in a new school landscape, power, control and communication; 4. Nordic School Governance: Networking in Broken Chains; 5. The Emergence of Evidence-based Governance Models in the State-Based Education Systems of Austria and Germany.; PART II Stakeholders and ‘responsibilisation’; 6. Technologies in rational self-management: Interventions in the ‘responsibilisation’ of school governors; 7. Education governance and the responsibility to include: teachers as a site of discursive tension; 8. Governing inclusion: A principal and a governor in conversation; 9. The micro-politics of parental involvement in school governance; PART III Radical governance; 10. Stronger Smarter: Transformational change for Australian schools with rock-solid foundations in the Early Years; 11. Lessons from the AIME approach to the teaching relationship: valuing biepistemic practice; 12. Is participation a ‘sick word’? New insights into student democratic participation in light of research in Spanish schools.; 13. Democratic alternatives in a neoliberal age? Co-operation, governance and schooling; Afterword

Julie Allan is Professor of Equity and Inclusion and Head of the School of Education at the University of Birmingham, UK. Valerie Harwood is Professor of Sociology and Anthropology of Education at the University of Sydney, Australia. Clara Rübner Jørgensen is Research Fellow within the Department of Disability, Inclusion and Special Needs at the University of Birmingham, UK.

• Contributors; 1. Introduction; PART I Changing contexts of school governance; 2. Can equity survive governance? Politics, accountability and local control in US education; 3. New modes of collaborative governance: Governing collaborations in a new school landscape, power, control and communication; 4. Nordic School Governance: Networking in Broken Chains; 5. The Emergence of Evidence-based Governance Models in the State-Based Education Systems of Austria and Germany.; PART II Stakeholders and ‘responsibilisation’; 6. Technologies in rational self-management: Interventions in the ‘responsibilisation’ of school governors; 7. Education governance and the responsibility to include: teachers as a site of discursive tension; 8. Governing inclusion: A principal and a governor in conversation; 9. The micro-politics of parental involvement in school governance; PART III Radical governance; 10. Stronger Smarter: Transformational change for Australian schools with rock-solid foundations in the Early Years; 11. Lessons from the AIME approach to the teaching relationship: valuing biepistemic practice; 12. Is participation a ‘sick word’? New insights into student democratic participation in light of research in Spanish schools.; 13. Democratic alternatives in a neoliberal age? Co-operation, governance and schooling; Afterword