The Logic of Equity Practice in "Queensland State Education"--2010

Autor/inn/en	Taylor, Sandra; Singh, Parlo
Titel	The Logic of Equity Practice in "Queensland State Education"--2010
Quelle	In: Journal of Education Policy, 20 (2005) 6, S.725-740 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
Schlagwörter	Stellungnahme; Foreign Countries; Educational Policy; Interviews; Equal Education; Strategic Planning; Professional Development; Evaluation Methods; Power Structure; Theories; Politics of Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Interviewing; Interviewtechnik; Strategy; Planning; Strategie; Planung; Theory; Theorie; Educational policy; Australien
Abstract	This paper reports on an interview-based study which explored the implementation of a major policy initiative in Queensland, Australia, with particular attention to social justice issues. Interviews were conducted with key policy actors in three sections of the bureaucracy: strategic directions, performance and measurement; curriculum and assessment; workforce and professional development. The authors were interested in the ways in which the tensions between redistributive and recognitive approaches to social justice were being managed in the bureaucracy. They drew on Bourdieu's concepts of field, logic of practice, political discourse, habitus, capital, and symbolic power struggles to theorize the politics of discourse associated with such policy implementation processes within bureaucracies. The interview data revealed differences in approach to equity issues and in the language used in the three sections of the bureaucracy. The authors argue that these differences, associated with the different priorities of the three sections and their differing roles in the implementation processes, reflect the different logics of practice operating within the different sections. The final section of the paper discusses the implications of the analysis for theorizing equity and difference in education policy in new times and considers the value of Bourdieu's concepts for theorizing policy implementation processes. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10