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Abstract Background Privately-owned cannabis clinics have sprung up in many jurisdictions where medicinal cannabis has been legalised and provide an alternative pathway for patients who are unable or unwilling to access a prescription for cannabis-based medicinal products from their usual healthcare providers. Aims This study aimed to explore physicians’ views on cannabis clinics, including their perceptions of the role cannabis clinics play in the wider health system. Methods A qualitative study using in-depth, semi-structured interviews with thirty-one physicians affiliated with private and community clinics in New Zealand (including cannabis clinicians, GPs, and specialist doctors). The interviews were conducted from July to December 2021. Data were transcribed and analysed using inductive thematic analysis. Results Cannabis clinicians positioned themselves as (1) “service providers”, facilitating consumer access to cannabis prescriptions and products, and (2) “educators”, providing advice to patients and the wider physician community. While general practitioners and specialists recognised the benefits of specialised cannabis clinics (i.e., knowledge of products and a non-judgmental environment), they questioned the limited evidence of clinical efficacy for cannabis, potential financial conflicts of interests of cannabis clinicians that may blur their clinical judgement, and the risk of compartmentalising patients’ healthcare. Conclusions Our paper raises a number of challenges with attempting to integrate cannabis clinics into the wider health system.

The impact of neoliberal reforms of education systems on the work of teachers and school leaders, particularly in relation to high-stakes accountability frameworks, has been extensively studied in recent decades. One significant aspect of neoliberal schooling is the emergence of quasi-autonomous public schools (such as Academies in England, Charter Schools in the USA and Independent Public Schools in Australia), characterised by heterarchical governance models, the promotion of entrepreneurial leadership cultures, and the promotion of a discourse of pursuing educational equity by means of 'achievement for all'. This paper explores the emergence of a mode of teacher professionalism characteristic of these quasi-autonomous schools, and conceptualises this as being 'neo-performative'. The neo-performative profession is shaped by the shift in the focus of the regulation and management of schools from 'governing to governance', and the consequential rise of the 'responsibilised profession', and marked by the emergence of an entrepreneurial model of school leadership. The paper argues that this new conceptualisation of teacher professionalism requires further, more focused, empirical study in order to explore how neoperformative teachers and school leaders articulate their vision of educational equity and social justice, and how they enact this vision in an increasingly intensified high-stakes accountability culture.

This paper examines conceptions of governance and freedom embedded within a new school autonomy policy in Queensland (Australia). Drawing on interview data from case study research, it foregrounds the practices of two school leaders from a secondary school in regional Queensland. It considers how such conceptions foster an entrepreneurial leadership of competition and compliance but also how they create space for something other than these dominant performative priorities. The paper's theoretical contribution responds to calls for more nuanced accounts of entrepreneurial leadership to better understand how current performative demands are impacting on school leaders amid increasingly autonomised education systems.