The Constitution of School Autonomy in Australian Public Education: Areas of Paradox for Social Justice

Autor/inn/en	Keddie, Amanda; MacDonald, Katrina; Blackmore, Jill; Wilkinson, Jane; Gobby, Brad; Niesche, Richard; Eacott, Scott; Mahoney, Caroline
Titel	The Constitution of School Autonomy in Australian Public Education: Areas of Paradox for Social Justice
Quelle	In: International Journal of Leadership in Education, 25 (2022) 1, S.106-123 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keddie, Amanda) ORCID (MacDonald, Katrina) ORCID (Blackmore, Jill) ORCID (Wilkinson, Jane) ORCID (Gobby, Brad) ORCID (Niesche, Richard) ORCID (Eacott, Scott) ORCID (Mahoney, Caroline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2020.1781934
Schlagwörter	Foreign Countries; Institutional Autonomy; Public Education; Educational Change; Social Justice; Public Schools; Discourse Analysis; School Policy; Neoliberalism; Efficiency; Educational Finance; Competition; Individualism; Equal Education; Disadvantaged Schools; Resource Allocation; Privatization; Australia + Suchen Sie Ihr Suchwort? Ausland; Institutionelle Autonomie; Öffentliche Erziehung; Bildungsreform; Soziale Gerechtigkeit; Public school; Öffentliche Schule; Diskursanalyse; Schulpolitik; Neo-liberalism; Neoliberalismus; Effectiveness; Effektivität; Wirkungsgrad; Bildungsfonds; Wettkampf; Individualismus; Ressourcenallokation; Privatisation; Privatisierung; Australien
Abstract	School autonomy policies have circulated through various modes of educational governance internationally, endorsing the view that more autonomy will improve schools and their systems. When subject to the discourses and practices of marketization, however, school 'autonomy' has been mobilized in ways that generate injustice. These injustices are the focus of this paper. We draw on preliminary findings from a three-year study that is exploring the social justice implications of school autonomy reform across four Australian states. Drawing on interviews with 42 stakeholders, the paper identifies four key areas of paradox for social justice currently confronting public schools and school systems. The language of paradox is drawn on to narrate the oppositional politics between the discourses and practices constituting school autonomy and the pursuit of social justice. Such narration raises important questions for Australian public education. It highlights how these discourses are changing what is meant by the public in public education. Engaging with the language of paradox in thinking about school autonomy reform, we argue, is important given the broader landscape where public schooling is being reconstituted and where traditional links to social justice and the common good are under threat. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01