Federalism in schooling since the Karmel Report (1973),Schools in Australia: From modernist hope to postmodernist performativity

Lingard, Bob

doi:10.1007/bf03219720

Cited by 69 publications

(35 citation statements)

References 15 publications

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“…This period in Australian school education saw major development in many areas including the funding of schools on a needs basis, largescale capital financing of schools, the funding of school (primary and secondary) libraries, and the introduction of major programs including the disadvantaged schools program and other teacher in-service (professional development) and innovation initiatives. A major policy concern of the time centered on educational opportunity (see Lingard 2000). The second trail is representative of the current economically related interest that education now serves in Australia post the 1970s, one that in more recent times is defined by stringent accountability and testing processes.…”

Section: A New Curriculummentioning

confidence: 99%

Articulations of teaching practice: a case study of teachers and “general capabilities”

Skourdoumbis

2016

Asia Pacific Educ. Rev.

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The research reported on in this paper is a qualitative case study of secondary school teachers' interpretations of how they work with a component of the Australian national curriculum, the seven ''general capabilities.'' The case study of four secondary school teachers utilized teacher interviews eliciting via descriptive analysis how teachers understand and work with the ''general capabilities.'' The Australian curriculum listing explicit ''general capabilities'' alongside endorsed disciplines and cross-curriculum priorities requires teachers and their associated classroom practice(s) bond to practical dexterities. Policy expectations are such that the knowledge, skills, behaviors and dispositions of the ''general capabilities,'' along with curriculum content and cross-curriculum priority areas will support students to successfully live and work in the twenty-first century. While policy expectations appear well defined, including expectations that teachers navigate and implement relevant curriculum in creative ways, the study underpinning this paper finds that teachers assert their professional and pedagogic authority over the curriculum by enacting and translating it for the benefit of their students.

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Section: A New Curriculummentioning

confidence: 99%

Articulations of teaching practice: a case study of teachers and “general capabilities”

Skourdoumbis

2016

Asia Pacific Educ. Rev.

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“…Increasing globalisation, economic restructuring and internationalisation of the Australian economy characterised the late 1970s in a framework created by free market ideology (Lingard, 2000). However, the first part of the decade still maintained strong social welfare provisions, including an increased provision of early education and care services and the introduction of early intervention in education.…”

Section: The Government Of Parents In Australiamentioning

confidence: 99%

‘Smarten up the Parents’: Whose Agendas are We Serving? Governing Parents and Children through the Smart Population Foundation Initiative in Australia

Millei

Lee

2007

Contemporary Issues in Early Childhood

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This article critiques the Smart Population Foundation Initiative (SPFI), which was established to 'bring parenting information and the science of child development to Australian parents and carers ' (Smart Population Foundation, 2006) and to satisfy the need for a credible and easily accessible source of information for parents. The article draws on the notion of modern governance developed by Rose and analyses the Initiative as a deeply political project. It looks at the Initiative from a critical distance created by the context of governmentality. The authors argue that the discourses produced by the Initiative constitute a particular notion of parent as 'smart' (lifelong learner, responsible and informed). These discourses govern parents through 'ethopolitics' to take up a certain art of parenting as their supposed free choice. Through standardising and sanctioning a particular way of acting as a parent, the SPFI translates governmental objectives into parents' own values and practices. As a result, the discourse the SPFI constitutes about parenting effectively 'shuts down' multiple understandings of being a 'good' parent. Hence, parents' conscious formation of their parenting practices are inhibited and with that, the ethical debates around this contentious issue are silenced.

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“…While the federal government has played a steadily increasing role in schooling policy since the 1960s (Lingard 2000), its efforts to influence teaching and teacher education at the national level significantly intensified from the 1980s and 1990s onwards (Bourke 2011). While there is often a tendency to conflate 'federal' and 'national' policy initiatives, such a conflation is highly problematic in the Australian federation.…”

Section: Constituting 'The National' Through the Federal Governmentmentioning

confidence: 99%

The phantom national? Assembling national teaching standards in Australia’s federal system

Savage

Lewis

2017

Journal of Education Policy

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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.

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Federalism in schooling since the Karmel Report (1973),Schools in Australia: From modernist hope to postmodernist performativity

Cited by 69 publications

References 15 publications

Articulations of teaching practice: a case study of teachers and “general capabilities”

Articulations of teaching practice: a case study of teachers and “general capabilities”

‘Smarten up the Parents’: Whose Agendas are We Serving? Governing Parents and Children through the Smart Population Foundation Initiative in Australia

The phantom national? Assembling national teaching standards in Australia’s federal system

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