Stephen J. Ball is the Distinguished Service Professor of Sociology of Education at the Institute of Education, University College London, UK. He was elected as a Fellow of the British Academy in 2006, and is also a Fellow of the Academy of Social Sciences. He is the co-founder and Managing Editor of the Journal of Education Policy. His main areas of interest are in sociologically informed education policy analysis and the relationships between education, education policy, and social class. His books include How Schools do Policy (with Meg Maguire and Annette Braun, 2012), Global Education Inc. (2012), Networks, New Governance and Education (with Carolina Junemann, 2012), and Foucault, Power and Education (2013).

• Introduction: Policy actors/policy subjects 1. Decentralisation, managerialism and accountability: professional loss in an Australian education bureaucracy 2. Changing headship, changing schools: how management discourse gives rise to the performative professionalism in England (1980s–2010s) 3. The gendered, hierarchical construction of teacher identities: exploring the male primary school teacher voice in Hong Kong 4. Consultants, consultancy and consultocracy in education policymaking in England 5. Teacher evaluation reform implementation and labor relations 6. Something old, something new: Educational inclusion and head teachers as policy actors and subjects in the City of Buenos Aires 7. Local quality work in an age of accountability – between autonomy and control

Stephen J. Ball is the Distinguished Service Professor of Sociology of Education at the Institute of Education, University College London, UK. He was elected as a Fellow of the British Academy in 2006, and is also a Fellow of the Academy of Social Sciences. He is the co-founder and Managing Editor of the Journal of Education Policy. His main areas of interest are in sociologically informed education policy analysis and the relationships between education, education policy, and social class. His books include How Schools do Policy (with Meg Maguire and Annette Braun, 2012), Global Education Inc. (2012), Networks, New Governance and Education (with Carolina Junemann, 2012), and Foucault, Power and Education (2013).

• Introduction: Policy actors/policy subjects 1. Decentralisation, managerialism and accountability: professional loss in an Australian education bureaucracy 2. Changing headship, changing schools: how management discourse gives rise to the performative professionalism in England (1980s–2010s) 3. The gendered, hierarchical construction of teacher identities: exploring the male primary school teacher voice in Hong Kong 4. Consultants, consultancy and consultocracy in education policymaking in England 5. Teacher evaluation reform implementation and labor relations 6. Something old, something new: Educational inclusion and head teachers as policy actors and subjects in the City of Buenos Aires 7. Local quality work in an age of accountability – between autonomy and control

Stephen J. Ball is the Distinguished Service Professor of Sociology of Education at the Institute of Education, University College London, UK. He was elected as a Fellow of the British Academy in 2006, and is also a Fellow of the Academy of Social Sciences. He is the co-founder and Managing Editor of the Journal of Education Policy. His main areas of interest are in sociologically informed education policy analysis and the relationships between education, education policy, and social class. His books include How Schools do Policy (with Meg Maguire and Annette Braun, 2012), Global Education Inc. (2012), Networks, New Governance and Education (with Carolina Junemann, 2012), and Foucault, Power and Education (2013).

• Introduction: Policy actors/policy subjects 1. Decentralisation, managerialism and accountability: professional loss in an Australian education bureaucracy 2. Changing headship, changing schools: how management discourse gives rise to the performative professionalism in England (1980s–2010s) 3. The gendered, hierarchical construction of teacher identities: exploring the male primary school teacher voice in Hong Kong 4. Consultants, consultancy and consultocracy in education policymaking in England 5. Teacher evaluation reform implementation and labor relations 6. Something old, something new: Educational inclusion and head teachers as policy actors and subjects in the City of Buenos Aires 7. Local quality work in an age of accountability – between autonomy and control