Pub Date : 2022-06-03DOI: 10.1080/02680939.2022.2080274
J. Gore, B. Rickards, Leanne Fray
ABSTRACT The rise of performative culture in education and intensifying forms of test-based accountability have subjected teachers to a ubiquitous ‘field of judgment’ through which they are held to account. Within this context, professional development is consistently deployed as a key solution to stagnant or declining student outcomes. In this paper, we examine how accountability might be reimagined through one approach to professional development known as Quality Teaching Rounds (QTR). We draw on Foucault’s notion of panopticism and Ball’s influential writings on performativity to analyse interviews with 21 educators from 14 schools in New South Wales, Australia, conducted during a 2014–2015 randomised controlled trial. Participants highlighted the pervasiveness of testing and test results in shaping their experience of teaching in a system of perpetual surveillance where numbers bite deep into practice. By contrast, participation in QTR afforded teachers rare spaces of freedom within the structure of performativity to collaboratively focus on pedagogy. We argue meaningful professional development can alter the field of judgment and enable teachers to reclaim accountability on their own terms, while maintaining a clear focus on student outcomes.
{"title":"From performative to professional accountability: re-imagining ‘the field of judgment’ through teacher professional development","authors":"J. Gore, B. Rickards, Leanne Fray","doi":"10.1080/02680939.2022.2080274","DOIUrl":"https://doi.org/10.1080/02680939.2022.2080274","url":null,"abstract":"ABSTRACT The rise of performative culture in education and intensifying forms of test-based accountability have subjected teachers to a ubiquitous ‘field of judgment’ through which they are held to account. Within this context, professional development is consistently deployed as a key solution to stagnant or declining student outcomes. In this paper, we examine how accountability might be reimagined through one approach to professional development known as Quality Teaching Rounds (QTR). We draw on Foucault’s notion of panopticism and Ball’s influential writings on performativity to analyse interviews with 21 educators from 14 schools in New South Wales, Australia, conducted during a 2014–2015 randomised controlled trial. Participants highlighted the pervasiveness of testing and test results in shaping their experience of teaching in a system of perpetual surveillance where numbers bite deep into practice. By contrast, participation in QTR afforded teachers rare spaces of freedom within the structure of performativity to collaboratively focus on pedagogy. We argue meaningful professional development can alter the field of judgment and enable teachers to reclaim accountability on their own terms, while maintaining a clear focus on student outcomes.","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"38 1","pages":"452 - 473"},"PeriodicalIF":2.5,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48778725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-26DOI: 10.1080/02680939.2022.2080275
Angela Page, Angelinah Vira, S. Ledger, Joanne Mosen, Joanna Anderson, J. Charteris, C. Boyle
ABSTRACT The United Nations Sustainable Development Goals (SDGs) offers a global blueprint to achieve a better and more sustainable future for every person, through universal action to address social, economic, and environmental inequity and inequality (United Nations Development Programme, 2021). For educators, SDG Goal 4 aims to ensure an equitable quality education that promotes lifelong learning opportunities and this goal has been endorsed by Pacific United Nations States in order to pave the road towards an inclusive education for all. We wish to argue, however, that attempting to meet global development goals for inclusive education is fundamentally problematic because of the nuances of the regions and contexts. For example, Pacific states, might better benefit from its own inclusive education trajectory that reflects individual contexts and understanding of distinct educational complexities. We propose the alignment of the global goals that positions local discourses of knowledge, values and understanding alongside inclusive education frameworks. The Pacific Disability Model offers a third space for disability discussions and actions that intersects global and local policy and practice binaries. By doing so, it is hoped that an inclusive approach to education can reach its potential for all, and particularly, students with disabilities in Pacific nations.
{"title":"Pacific inclusive education model: addressing dichotomies to ensure positive outcomes","authors":"Angela Page, Angelinah Vira, S. Ledger, Joanne Mosen, Joanna Anderson, J. Charteris, C. Boyle","doi":"10.1080/02680939.2022.2080275","DOIUrl":"https://doi.org/10.1080/02680939.2022.2080275","url":null,"abstract":"ABSTRACT The United Nations Sustainable Development Goals (SDGs) offers a global blueprint to achieve a better and more sustainable future for every person, through universal action to address social, economic, and environmental inequity and inequality (United Nations Development Programme, 2021). For educators, SDG Goal 4 aims to ensure an equitable quality education that promotes lifelong learning opportunities and this goal has been endorsed by Pacific United Nations States in order to pave the road towards an inclusive education for all. We wish to argue, however, that attempting to meet global development goals for inclusive education is fundamentally problematic because of the nuances of the regions and contexts. For example, Pacific states, might better benefit from its own inclusive education trajectory that reflects individual contexts and understanding of distinct educational complexities. We propose the alignment of the global goals that positions local discourses of knowledge, values and understanding alongside inclusive education frameworks. The Pacific Disability Model offers a third space for disability discussions and actions that intersects global and local policy and practice binaries. By doing so, it is hoped that an inclusive approach to education can reach its potential for all, and particularly, students with disabilities in Pacific nations.","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"38 1","pages":"870 - 889"},"PeriodicalIF":2.5,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43218110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-02DOI: 10.1080/02680939.2022.2071547
P. Burgess
{"title":"Public sociology: between Utopia and Anti-Utopia","authors":"P. Burgess","doi":"10.1080/02680939.2022.2071547","DOIUrl":"https://doi.org/10.1080/02680939.2022.2071547","url":null,"abstract":"","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"38 1","pages":"711 - 712"},"PeriodicalIF":2.5,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46807869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-22DOI: 10.1080/02680939.2022.2067594
Mikko Poutanen
ABSTRACT Commercialization and commodification of higher education has been subjected to wide critique in academic literature. The relative privilege of academic professions seems to be on the decline, as universities are subjected to increasing competitive pressures – pressures which these institutions pass on to academics. Academics experience a loss of control over their own working conditions, with high intrinsic motivation and goals being imprinted by extrinsic ones. Looking at these recent developments through the lens of alienation theory, it is possible to argue that academics feel a deep sense of disempowerment, which is counterproductive not only for academic work, but also traditional academic identities. This theoretical approach is discussed in the context of a Finnish university merger – the Tampere University of Technology (TUT) and the University of Tampere (UTA) merging into Tampere University (2019) – which shows experiences of being extraneously controlled, leading to experiences of disengagement and alienation. The causes of alienation are typically placed on the level of higher education policy and higher education institutions, but are not uniform, which is why the plural form – alienations – is considered more apt.
{"title":"‘I am done with that now.’ Sense of alienations in Finnish academia","authors":"Mikko Poutanen","doi":"10.1080/02680939.2022.2067594","DOIUrl":"https://doi.org/10.1080/02680939.2022.2067594","url":null,"abstract":"ABSTRACT Commercialization and commodification of higher education has been subjected to wide critique in academic literature. The relative privilege of academic professions seems to be on the decline, as universities are subjected to increasing competitive pressures – pressures which these institutions pass on to academics. Academics experience a loss of control over their own working conditions, with high intrinsic motivation and goals being imprinted by extrinsic ones. Looking at these recent developments through the lens of alienation theory, it is possible to argue that academics feel a deep sense of disempowerment, which is counterproductive not only for academic work, but also traditional academic identities. This theoretical approach is discussed in the context of a Finnish university merger – the Tampere University of Technology (TUT) and the University of Tampere (UTA) merging into Tampere University (2019) – which shows experiences of being extraneously controlled, leading to experiences of disengagement and alienation. The causes of alienation are typically placed on the level of higher education policy and higher education institutions, but are not uniform, which is why the plural form – alienations – is considered more apt.","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"38 1","pages":"625 - 643"},"PeriodicalIF":2.5,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44362506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1080/02680939.2022.2059574
Gabriel Gutiérrez, R. Lupton, Alejandro Carrasco, A. Rasse
ABSTRACT The process of privatising services historically provided by the state has blurred the boundaries between what is considered to be ‘private’ and ‘public’. However, few efforts have been made in the educational arena to develop tools to measure this process. Most of the previous research has relied on narrow definitions about what is private and what is public. This work proposes a tool to measure the degree of publicness-privateness of school systems, avoiding binary separation of the concepts. We develop an index and test this tool in two different landscapes: London and Santiago. In these cases, it serves to illustrate major changes in the levels of public-private participation in both school systems, reflecting differences between the systems and over time. We conclude that the index has potential for development and use in the analysis of public and private dimensions in education in broader international contexts.
{"title":"Comparing degrees of ‘publicness’ and ‘privateness’ in school systems: the development and application of a public-private index","authors":"Gabriel Gutiérrez, R. Lupton, Alejandro Carrasco, A. Rasse","doi":"10.1080/02680939.2022.2059574","DOIUrl":"https://doi.org/10.1080/02680939.2022.2059574","url":null,"abstract":"ABSTRACT The process of privatising services historically provided by the state has blurred the boundaries between what is considered to be ‘private’ and ‘public’. However, few efforts have been made in the educational arena to develop tools to measure this process. Most of the previous research has relied on narrow definitions about what is private and what is public. This work proposes a tool to measure the degree of publicness-privateness of school systems, avoiding binary separation of the concepts. We develop an index and test this tool in two different landscapes: London and Santiago. In these cases, it serves to illustrate major changes in the levels of public-private participation in both school systems, reflecting differences between the systems and over time. We conclude that the index has potential for development and use in the analysis of public and private dimensions in education in broader international contexts.","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"38 1","pages":"500 - 520"},"PeriodicalIF":2.5,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48250607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1080/02680939.2022.2057729
Donna Holder
{"title":"The PhD Parenthood Trap: Caught between work and family in academia","authors":"Donna Holder","doi":"10.1080/02680939.2022.2057729","DOIUrl":"https://doi.org/10.1080/02680939.2022.2057729","url":null,"abstract":"","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"38 1","pages":"710 - 711"},"PeriodicalIF":2.5,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42453750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-28DOI: 10.1080/02680939.2022.2058095
D. Jeong, I. Hardy
ABSTRACT This article explores policy enactment processes in relation to the United Nations’ Sustainable Development Goal 4 (SDG4), particularly its emphasis upon ensuring inclusive and equitable quality education. Specifically, as part of SDG4 in Laos, the research reveals how medium-of-instruction policy was enacted in relation to ethnic minorities, focusing upon three groups of policy actors in the Lao context – policymakers involved in developing education language policy; donor agencies that provided funds to support education reform in Laos, and; school teachers in an ethnic minority boarding school who were charged with enacting the policy. The findings, informed by relevant theorising about imagined communities and secrecy, including in the Lao context, revealed the central role of secrecy in this enactment process. The findings showed three types of secrecy at play which influenced policy actors’ imaginations and enactments of ethnic minority education in response to SDG4 in Laos: secrecy to create the image of national unity; secrecy arising from fear of reprisal, and; secrecy to safely resist dominant policy discourses. The research has implications for how global policy reforms, such as SDG4, are actually made sense of in low-income country contexts where such reforms are enacted.
{"title":"Imagining language policy enactment in a context of secrecy: SDG4 and ethnic minorities in Laos","authors":"D. Jeong, I. Hardy","doi":"10.1080/02680939.2022.2058095","DOIUrl":"https://doi.org/10.1080/02680939.2022.2058095","url":null,"abstract":"ABSTRACT This article explores policy enactment processes in relation to the United Nations’ Sustainable Development Goal 4 (SDG4), particularly its emphasis upon ensuring inclusive and equitable quality education. Specifically, as part of SDG4 in Laos, the research reveals how medium-of-instruction policy was enacted in relation to ethnic minorities, focusing upon three groups of policy actors in the Lao context – policymakers involved in developing education language policy; donor agencies that provided funds to support education reform in Laos, and; school teachers in an ethnic minority boarding school who were charged with enacting the policy. The findings, informed by relevant theorising about imagined communities and secrecy, including in the Lao context, revealed the central role of secrecy in this enactment process. The findings showed three types of secrecy at play which influenced policy actors’ imaginations and enactments of ethnic minority education in response to SDG4 in Laos: secrecy to create the image of national unity; secrecy arising from fear of reprisal, and; secrecy to safely resist dominant policy discourses. The research has implications for how global policy reforms, such as SDG4, are actually made sense of in low-income country contexts where such reforms are enacted.","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"38 1","pages":"849 - 869"},"PeriodicalIF":2.5,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44400162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-10DOI: 10.1080/02680939.2022.2047227
Henry Kwok
ABSTRACT This article contributes to the critical policy studies of educational governance and its crisis, through canvassing Basil Bernstein’s concept of the ‘totally pedagogised society’ (TPS). The TPS witnesses not only the growth of transnational private actors, but also the disjuncture between global and national agendas of reform, on the governance of knowledge and subjectivity. This argument is illustrated through a court case surrounding the invalidation of a history exam question in Hong Kong, which occurred after the 2019 social unrest. At the heart of this crisis is a dislocation of pedagogic discourse. The history exam can be considered as an indirect outcome of recontextualising the global policy imaginary of producing subjects of ‘critical thinking’ and ‘knowledge economy’, but it is incommensurate with China’s regulative discourse, that is, to govern the political consciousness of its postcolonial subjects and legitimise its rule through pedagogic means. The concept of TPS considers the other side of a high-performing regime in Asia: the crisis of reform, the return of a strong state, the evolving power and control relations inside/outside the education system, and the rising tensions between pedagogic agents/agencies, in a period of rapid social change as revealed in Hong Kong today.
{"title":"Reframing educational governance and its crisis through the ‘totally pedagogised society’","authors":"Henry Kwok","doi":"10.1080/02680939.2022.2047227","DOIUrl":"https://doi.org/10.1080/02680939.2022.2047227","url":null,"abstract":"ABSTRACT This article contributes to the critical policy studies of educational governance and its crisis, through canvassing Basil Bernstein’s concept of the ‘totally pedagogised society’ (TPS). The TPS witnesses not only the growth of transnational private actors, but also the disjuncture between global and national agendas of reform, on the governance of knowledge and subjectivity. This argument is illustrated through a court case surrounding the invalidation of a history exam question in Hong Kong, which occurred after the 2019 social unrest. At the heart of this crisis is a dislocation of pedagogic discourse. The history exam can be considered as an indirect outcome of recontextualising the global policy imaginary of producing subjects of ‘critical thinking’ and ‘knowledge economy’, but it is incommensurate with China’s regulative discourse, that is, to govern the political consciousness of its postcolonial subjects and legitimise its rule through pedagogic means. The concept of TPS considers the other side of a high-performing regime in Asia: the crisis of reform, the return of a strong state, the evolving power and control relations inside/outside the education system, and the rising tensions between pedagogic agents/agencies, in a period of rapid social change as revealed in Hong Kong today.","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"38 1","pages":"386 - 407"},"PeriodicalIF":2.5,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49276461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-28DOI: 10.1080/02680939.2022.2045038
Etienne Woo
ABSTRACT Underlying current research on China’s world-class university (WCU) policy approaches are analytical foci that privilege the agency of social actors and the problem-solving approach to policy analysis. Foucauldian poststructuralists draw our attention to policy document, which is seen as a discourse that organizes and administers society. Inspired by Foucault, Carol Bacchi’s ‘What’s the Problem Represented to Be?’ approach (WPR) views policy document as a technology of governmentality. As proposed solutions to a problem, policy text produces the very problem that it seeks to address. Carol Bacchi draws our analytical attention to the rationalities, technologies of governing and subjectification effects created by particular problem representations in the WCU policy. Using WPR, this paper shows that WCU is represented as merely a technical, managerial and organizational problem. Such representations naturally reify WCU in material terms, such as research output, and in a temporal form of state planning. Genealogically, the root of WCU can be traced to the neoliberal movement of knowledge economy. However, Shanghai Ranking overturned this center-periphery landscape in disseminating the concept of WCU. China’s one-party state means that WCU is pursued at the expense of sacrificing social sciences and subjecting academics and students to become ‘red experts.’
{"title":"What is the problem represented to be in China’s world-class university policy? A poststructural analysis","authors":"Etienne Woo","doi":"10.1080/02680939.2022.2045038","DOIUrl":"https://doi.org/10.1080/02680939.2022.2045038","url":null,"abstract":"ABSTRACT Underlying current research on China’s world-class university (WCU) policy approaches are analytical foci that privilege the agency of social actors and the problem-solving approach to policy analysis. Foucauldian poststructuralists draw our attention to policy document, which is seen as a discourse that organizes and administers society. Inspired by Foucault, Carol Bacchi’s ‘What’s the Problem Represented to Be?’ approach (WPR) views policy document as a technology of governmentality. As proposed solutions to a problem, policy text produces the very problem that it seeks to address. Carol Bacchi draws our analytical attention to the rationalities, technologies of governing and subjectification effects created by particular problem representations in the WCU policy. Using WPR, this paper shows that WCU is represented as merely a technical, managerial and organizational problem. Such representations naturally reify WCU in material terms, such as research output, and in a temporal form of state planning. Genealogically, the root of WCU can be traced to the neoliberal movement of knowledge economy. However, Shanghai Ranking overturned this center-periphery landscape in disseminating the concept of WCU. China’s one-party state means that WCU is pursued at the expense of sacrificing social sciences and subjecting academics and students to become ‘red experts.’","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"38 1","pages":"644 - 664"},"PeriodicalIF":2.5,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44359794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-12DOI: 10.1080/02680939.2022.2037721
S. Creagh, Anna Hogan, B. Lingard, Taehee Choi
ABSTRACT The paper explores the policy logics of privatisation through service provision for students with English as an Additional language or dialect (EAL/D) in the state education system of Queensland, Australia. In the context of EAL/D, specifically targeted policy has been subsumed by a broader umbrella or meta-policy of inclusion, whilst at the same time, funding support for EAL/D learners is substantial. The devolution of EAL/D support to individual schools through autonomous targeted funding results in policy ‘everywhere’, distributed across broad portfolios dedicated to ensuring schools provide quality education services for all learners, but also ‘nowhere’, lacking systemic support and detail on how inclusion should be enacted for EAL/D and with no accountability placed on schools to demonstrate that they are addressing EAL/D learner needs. The co-location of EAL/D policy with a broad systemic policy of inclusion, the absence of systemic professional support, combined with devolution to school sites has had real effects on the policy in practice. The analysis demonstrates there is the potential opening of EAL/D provision to market forces at school sites, where the private sector can potentially sell commercial ‘solutions’ directly to schools, which have greater autonomy over one-line budgets.
{"title":"The ‘everywhere and nowhere’ English language policy in Queensland government schools: a license for commercialisation","authors":"S. Creagh, Anna Hogan, B. Lingard, Taehee Choi","doi":"10.1080/02680939.2022.2037721","DOIUrl":"https://doi.org/10.1080/02680939.2022.2037721","url":null,"abstract":"ABSTRACT The paper explores the policy logics of privatisation through service provision for students with English as an Additional language or dialect (EAL/D) in the state education system of Queensland, Australia. In the context of EAL/D, specifically targeted policy has been subsumed by a broader umbrella or meta-policy of inclusion, whilst at the same time, funding support for EAL/D learners is substantial. The devolution of EAL/D support to individual schools through autonomous targeted funding results in policy ‘everywhere’, distributed across broad portfolios dedicated to ensuring schools provide quality education services for all learners, but also ‘nowhere’, lacking systemic support and detail on how inclusion should be enacted for EAL/D and with no accountability placed on schools to demonstrate that they are addressing EAL/D learner needs. The co-location of EAL/D policy with a broad systemic policy of inclusion, the absence of systemic professional support, combined with devolution to school sites has had real effects on the policy in practice. The analysis demonstrates there is the potential opening of EAL/D provision to market forces at school sites, where the private sector can potentially sell commercial ‘solutions’ directly to schools, which have greater autonomy over one-line budgets.","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"38 1","pages":"829 - 848"},"PeriodicalIF":2.5,"publicationDate":"2022-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44865700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：