The Phantom National? Assembling National Teaching Standards in Australia's Federal System

Autor/inn/en	Savage, Glenn C.; Lewis, Steven
Titel	The Phantom National? Assembling National Teaching Standards in Australia's Federal System
Quelle	In: Journal of Education Policy, 33 (2018) 1, S.118-142 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lewis, Steven)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2017.1325518
Schlagwörter	Foreign Countries; National Standards; National Curriculum; Educational Change; Educational Policy; Federal Government; State Agencies; Government Role; International Organizations; Policy Formation; Achievement Tests; International Assessment; Secondary School Students; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Politics of education; Bildungspolitik; Bundesregierung; Öffentliche Einrichtung; International organisation; International organisations; International organization; Internationale Organisation; Politische Betätigung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Australien
Abstract	In this paper, we use the development of the Australian Professional Standards for Teachers (APST) as an illustrative case to examine how national schooling reforms are assembled in Australia's federal system. Drawing upon an emerging body of research on "policy assemblage" within the fields of policy sociology, anthropology and critical geography, we focus on interactions between three dominant "component parts" in the development of the APST: the Australian federal government; New South Wales state government agencies; and the Organisation for Economic Cooperation and Development. While policies like the APST claim to be national in form and scope, our analysis suggests "the national" is much more disjunctive and nebulous, constituted by a heterogeneous and emergent assemblage of policy ideas, practices, actors and organisations, which often reflect "transnational" traits and impulses. We thus see national reforms such as the APST as having a phantom-like nature, which poses challenges for researchers seeking to understand the making of national policies in federal systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01