AUT LibraryAUT
View Item 
  •   Open Research
  • AUT Faculties
  • Faculty of Culture and Society
  • School of Education
  • View Item
  •   Open Research
  • AUT Faculties
  • Faculty of Culture and Society
  • School of Education
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

What Needs to Happen for School Autonomy to Be Mobilised to Create More Equitable Public Schools and Systems of Education?

Keddie, A; MacDonald, K; Blackmore, J; Boyask, R; Fitzgerald, S; Gavin, M; Heffernan, A; Hursh, D; McGrath-Champ, S; Møller, J; O’Neill, J; Parding, K; Salokangas, M; Skerritt, C; Stacey, M; Thomson, P; Wilkins, A; Wilson, R; Wylie, C; Yoon, E-S
Thumbnail
View/Open
Journal article (747.1Kb)
Permanent link
http://hdl.handle.net/10292/15498
Metadata
Show full metadata
Abstract
The series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland, the USA, Norway, Sweden and New Zealand). It centred upon an important question: what needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? There was consensus across the group that school autonomy reform creates further inequities at school and system levels when driven by the logics of marketisation, competition, economic efficiency and public accountability. Against the backdrop of these themes, the conference generated discussion and debate where provocations and points of agreement and disagreement about issues of social justice and the mobilisation of school autonomy reform were raised. As an important output of this discussion, we asked participants to write a short response to the guiding conference question. The following are these responses which range from philosophical considerations, systems and governance perspectives, national particularities and teacher and principal perspectives.
Keywords
School autonomy reform; Social justice; Public schooling; Teacher autonomy; Principal autonomy
Source
The Australian Educational Researcher (2022). https://doi.org/10.1007/s13384-022-00573-w
Item Type
Journal Article
Publisher
Springer Science and Business Media LLC
DOI
10.1007/s13384-022-00573-w
Publisher's Version
https://link.springer.com/article/10.1007/s13384-022-00573-w
Rights Statement
© The Author(s) 2022. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Com mons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licen ses/by/4.0/.

Contact Us
  • Admin

Hosted by Tuwhera, an initiative of the Auckland University of Technology Library

 

 

Browse

Open ResearchTitlesAuthorsDateSchool of EducationTitlesAuthorsDate

Alternative metrics

 

Statistics

For this itemFor all Open Research

Share

 
Follow @AUT_SC

Contact Us
  • Admin

Hosted by Tuwhera, an initiative of the Auckland University of Technology Library