The Discourse of Public Education: An Urban Campaign for a Local Public High School in Melbourne, Victoria

Autor/in	Rowe, Emma E.
Titel	The Discourse of Public Education: An Urban Campaign for a Local Public High School in Melbourne, Victoria
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 35 (2014) 1, S.116-128 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2012.739471
Schlagwörter	Public Education; Public Schools; High Schools; Foreign Countries; School Choice; Neoliberalism; Politics of Education; Social Action; Activism; Lobbying; Middle Class; Land Acquisition; School Community Relationship; Discourse Analysis; Semi Structured Interviews; Participant Observation; Australia + Suchen Sie Ihr Suchwort? Öffentliche Erziehung; Public school; Öffentliche Schule; High school; Oberschule; Ausland; Choice of school; Schulwahl; Neo-liberalism; Neoliberalismus; Educational policy; Bildungspolitik; Soziales Handeln; Aktivismus; Politischer Protest; Mittelschicht; Landerschließung; Landgewinnung; Diskursanalyse; Teilnehmende Beobachtung; Australien
Abstract	This paper explores the metonymic slippage surrounding the discourse of public education, through observations and interviews with Lawson High School active campaigners in the state of Victoria, Australia. The notion of campaigning for public education has become an ever-present issue on an international scale, and this article aims to contribute qualitative knowledge regarding the key concepts that lobbyists produce and articulate within their meetings concerning public education. Data have been obtained through direct participatory observation within a contextually specific campaigning site, lobbyists' publications and one-on-one interviews with active campaigners. Findings indicate that campaigners present distinct conceptualisations of public education as a discourse and a well-defined model of their school-of-choice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10