Professionalism and Competing Responsibilities: Moderating Competitive Performativity in School Autonomy Reform

Autor/inn/en	Gobby, Brad; Keddie, Amanda; Blackmore, Jill
Titel	Professionalism and Competing Responsibilities: Moderating Competitive Performativity in School Autonomy Reform
Quelle	In: Journal of Educational Administration and History, 50 (2018) 3, S.159-173 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gobby, Brad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2017.1399864
Schlagwörter	Institutional Autonomy; Educational Change; Entrepreneurship; Competition; Educational Policy; Public Service; Case Studies; Instructional Leadership; School Administration; Elementary Schools; Foreign Countries; Private Schools; Accountability; Secondary Schools; Australia + Suchen Sie Ihr Suchwort? Institutionelle Autonomie; Bildungsreform; Unternehmungsgeist; Wettkampf; Politics of education; Bildungspolitik; Public services; Öffentlicher Sozialdienst; Case study; Fallstudie; Case Study; Instruction; Leadership; Bildung; Erziehung; Führung; Elementary school; Grundschule; Volksschule; Ausland; Private school; Privatschule; Verantwortung; Sekundarschule; Australien
Abstract	Discourses promoting the benefits of school autonomy have floated freely internationally since moves in the 1980s to greater devolution in the UK, New Zealand, the USA, Australia and Sweden. The most recent Australian version, Independent Public Schools (IPS), grants school leaders more latitude over aspects of their work. But this autonomy is constrained by technologies of competitive performativity, now the norm across Australian and other school systems. Entrepreneurial policies focused on competition, compliance and improved performance make schools, their leaders and teachers, more responsible to external accountabilities. At the same time, autonomy is creatively exercised by leaders due to public service orientations associated with traditional teacher professionalism. This analysis of two Australian case studies of IPS, a secondary school in Queensland and a primary school in Western Australia, illustrates how school leaders navigate conflicting demands of the audit and performance culture by exercising autonomy according to differing notions of professional responsibility, disrupting and moderating the more inequitable priorities and effects prevalent in many performative systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01