Thomas Gale
Datos Biográficos
| ID | 708355 |
|---|---|
| NOMBRE | Thomas Gale |
| NOMBRES | Thomas |
| APELLIDO | Gale |
| FIRMA | GALE T |
| AFILIACIONES | Deakin University |
| ORCID | 0000-0003-3927-9267 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 37 |
| TOTAL DE CITAS | 323 |
| TOTAL COMO AUTOR | 37 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1958 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 9 |
Preparedness for practice and workplace support of newly qualified allied health professionals
INTRODUCTION: Allied health professionals (AHPs) constitute a significant part of the global healthcare workforce. It is important that AHPs are well prepared for practice to provide quality care for patients, for their personal wellbeing, and for workforce retention. In comparison to doctors, there has been strikingly limited research on AHPs preparedness for practice. The aim of this study was (1) to understand how well newly qualified AHPs wer…
Educational disadvantage and policy
The issues that social researchers study and policymakers address are partly determined by how they think about the world around them. Their view of the social world often depends on their position within it. What their research reveals and their policies propose are, in part, a reflection of where they choose to look and how they interpret the world they identify. The result can be a myopic view of the social and a distorted explanation of how s…
A política da sociologia crítica das políticas
Este artigo reflete sobre o que significa fazer sociologia crítica das políticasna mudança de contextos teóricos, empíricos e metodológicos da educação. Concentramos nossas lentes analíticas em duas considerações principais.Em primeiro lugar, refletimos sobre a política da criticidade, examinando diferentes afirmações e debates sobre o que significa fazer pesquisa crítica e ser um pesquisador crítico da política educacional, prestando atenção esp…
The politics of critical policy sociology
Este artigo reflete sobre o que significa fazer sociologia crítica das políticasna mudança de contextos teóricos, empíricos e metodológicos da educação. Concentramos nossas lentes analíticas em duas considerações principais.Em primeiro lugar, refletimos sobre a política da criticidade, examinando diferentes afirmações e debates sobre o que significa fazer pesquisa crítica e ser um pesquisador crítico da política educacional, prestando atenção esp…
Positional matters
This paper claims a central role for school leaders (principals or head-teachers) in the enactment of social justice policy in schools, who act as key agents or ‘gate keepers’ for what counts as social justice in their contexts of practice. Social justice means different things in different contexts depending on where leaders – who use policy as an opportunity to advance what they think is achievable within the limits of available resources – are…
Activist dispositions for social justice in advantaged and disadvantaged contexts of schooling
This article advances current conceptions of teacher activism through an exploration of the social justice dispositions of teachers in advantaged and disadvantaged contexts of schooling. We interrogate the practices of teachers in a government school, with a high proportion of refugee students and students from low socio-economic backgrounds, in a high-fees, multi-campus independent school, and in a disadvantaged Systemic Catholic school to illus…
The Illusion of Meritocracy and the Audacity of Elitism
Metaphor as a methodological tool
This article investigates the social justice dispositions of teachers and principals in secondary schools as inferred from their metaphoric expressions. Drawing on a Bourdieuian account of disposition, our focus is the use of metaphor as a methodological tool to identify and reveal these otherwise latent forces within our data. Our analysis shows evidence of redistributive, recognitive and activist conceptions of social justice. We argue that the…
The medical licensing examination debate
National licensing examinations are typically large‐scale examinations taken early in a career or near the point of graduation, and, importantly, success is required to subsequently be able to practice. They are becoming increasingly popular as a method of quality assurance in the medical workforce, but debate about their contribution to patient safety and the improvement of healthcare outcomes continues.A systematic review of the national licens…
Socially Inclusive Teaching
Like other western nations such as the United States and the United Kingdom, Australia's record of education outcomes for marginalized groups is troubling, whether the comparisons are made within the nation or with other OECD nations. Although recent Australian Governments have sought to overhaul funding for schools and universities, on their own, more resources for educational institutions are not enough to redress problems of disadvantage and t…
Calculating student aspiration
This paper reports on a recent study of aspirations for higher education by secondary school students from disadvantaged backgrounds in regional Australia. At the same time, it goes in search of explanations that transcend a Bourdieuian account of aspirations as produced by and reproductive of cultural histories and dominance, given the apparent inadequacy of these accounts in redressing disadvantage. To this end the authors distinguish between h…
Social justice intents in policy
Primarily developed as an alternative to narrow measures of well-being such as utility and resources, Amartya Sen’s capability approach places strong emphasis on people’s substantive opportunities. As a broad normative framework, the capability approach has become a valuable tool for understanding and evaluating social arrangements (e.g. education policies and development programmes) in terms of individuals’ effective freedoms to achieve valuable…
Inequality in Ethiopian higher education
The revitalization of Ethiopian higher education (HE) has been underway since the early 2000s. As well as the economic optimism evident in the ‘knowledge-driven poverty reduction’ discourse, social equity goals underscore the reform and expansion of the system. Notwithstanding the widening participation and the equity policy provisions put in place, the problem of inequality has persisted along the lines of ethnicity, gender, rurality and socio-e…
Navigating student transition in higher education
Student transition into higher education (HE) has increased in importance in recent times, with the growing trend in OECD nations towards universal HE provision and the concomitant widening of participation to include previously under-represented groups. However, 'transition' as a concept has remained largely uncontested and taken for granted, particularly by practitioners but also by many researchers. Based on an analysis of recent research in t…
Navigating change
Student transition into higher education has increased in importance in recent times, with the growing trend in Organisation for Economic Cooperation and Development nations towards universal higher education provision and the concomitant widening of participation to include previously under-represented groups. However, ‘transition’ as a concept is largely employed uncritically in the field. In making these transition assumptions explicit, this a…
Just imaginary
This paper explores the notion of a ‘just imaginary’ for social inclusion in higher education. It responds to the current strategy of OECD nations to expand higher education and increase graduate numbers, as a way of securing a competitive advantage in the global knowledge economy. The Australian higher education system provides the case for analysis. Three dilemmas for social inclusion policy in this context are identified: questions of sustaina…
Classroom teacher effectiveness research
Teacher effectiveness research now informs the rationale of much Australian education policy aimed at redressing student under‐achievement. The approach draws a ‘straight line’ between teacher practice and student outcomes, ‘controlling’ for and ultimately dismissive of other possible influences. The paper calls into question this conception of teaching–learning relations, particularly the extent to which teaching practice can be reasonably quant…
Educating for Futures in Marginalized Regions
‘Raising aspirations’ for education among young people in low socioeconomic regions has become a widespread policy prescription for increasing human capital investment and economic competitiveness in so-called ‘knowledge economies’. However, policy tends not to address difficult social, cultural, economic and political conditions for aspiring, based in structural changes associated with globalization. Drawing conceptually on the works of Pierre B…
New capacities for student equity and widening participation in higher education
This special issue of Critical Studies in Education has its origins in the research of Australia's National Centre for Student Equity in Higher Education and a national conference it convened in Oc
Mobility, aspiration, voice
There is a changed ‘structure of feeling’ emerging in higher education systems, particularly in OECD nations, in response to changed social, cultural and economic arrangements. Taking a student equity perspective, the paper names this change in terms of ‘mobility’, ‘aspiration’ and ‘voice’. It argues that (1) new kinds and degrees of mobility are now a significant factor in sustaining unequal access to and experience of higher education for diffe…
Social justice in Australian higher education policy
This article provides a synoptic account of historically changing conceptions and practices of social justice in Australian higher education policy. It maps the changes in this policy arena, beginning with the period following the Second World War and concluding with an analysis of the most recent policy proposals of the Bradley Review. Concurrently, it explores the different meanings ascribed to social justice, equity and social inclusion over t…
Re‐asserting the place of context in explaining student (under‐)achievement
One popular view of student achievement is that the quality of teaching students receive plays an important part in whether or not they do well at school. In this article we draw attention to 'context' as a complementary explanation, particularly regarding achievement differences between students from different socio-economic backgrounds. In making these observations, we utilise data from one Australian secondary school located in an economically…
Expansion and equity in Australian higher education
This article outlines three broad propositions for student equity in Australian higher education (HE), arising from the Australian Government's recent policy announcement to expand and widen student participation. The first is that a new relationship between student demand for places and their supply is on the horizon, unlike any other in Australia's history. Specifically, demand will struggle to match the intended supply. Given these new arrange…
The emergent structure of feeling
Critical research in education is not what it used to be. It must now engage with a differently structured and globalized world with different social and material conditions for its peoples. This paper sets out to name the contemporary structure of feeling in which education researchers now work, particularly in terms of what now is to be the object of their educational theorizing and research and what are to be the intellectual resources brought…
Researching social inequalities in education
The injustices of 'allowing certain people to succeed, based not upon merit but upon the cultural experiences, the social ties and the economic resources they have access to, often remains unacknowledged in the broader society' (Wacquant, 1998, p. 216). Cognizant of this, we argue that education requires researchers' renewed examination and explanation of its involvement in the construction of social and economic differences. Specifically, we mak…
Educating for Futures in Marginalized Regions
‘Raising aspirations’ for education among young people in low socioeconomic regions has become a widespread policy prescription for increasing human capital investment and economic competitiveness in so-called ‘knowledge economies’. However, policy tends not to address difficult social, cultural, economic and political conditions for aspiring, based in structural changes associated with globalization. Drawing conceptually on the works of Pierre B…
Critical policy sociology
In recent times critical approaches to educational policy studies have been subject to increasing interrogation over methodological issues, often by critical policy researchers themselves. In the main, their reflexive posturings have been informed by critique which proceeds that beyond brief descriptions of research logis tics and a general commitment to the methodologies of a critical orientation, critical policy analyses offer few explicit acco…
Social justice in Australian higher education policy
This article provides a synoptic account of historically changing conceptions and practices of social justice in Australian higher education policy. It maps the changes in this policy arena, beginning with the period following the Second World War and concluding with an analysis of the most recent policy proposals of the Bradley Review. Concurrently, it explores the different meanings ascribed to social justice, equity and social inclusion over t…
Mobility, aspiration, voice
There is a changed ‘structure of feeling’ emerging in higher education systems, particularly in OECD nations, in response to changed social, cultural and economic arrangements. Taking a student equity perspective, the paper names this change in terms of ‘mobility’, ‘aspiration’ and ‘voice’. It argues that (1) new kinds and degrees of mobility are now a significant factor in sustaining unequal access to and experience of higher education for diffe…
Policy Trajectories
This paper is concerned with theorising the nature of policy and its production. It takes as its starting point the work of Stephen Ball,1 particularly his writings within the pages of this journal (13(2), 1993)—later reprinted as Chapter 2 in Education Reform (1994a)—as well as his earlier writings in Politics and Policy Making in Education (1990) and Reforming Education and Changing Schools (Bowe, Ball & Gold, 1992). More broadly, the paper is …
Social justice intents in policy
Primarily developed as an alternative to narrow measures of well-being such as utility and resources, Amartya Sen’s capability approach places strong emphasis on people’s substantive opportunities. As a broad normative framework, the capability approach has become a valuable tool for understanding and evaluating social arrangements (e.g. education policies and development programmes) in terms of individuals’ effective freedoms to achieve valuable…
Rethinking social justice in schools
The dialogue of this paper operates at two levels. First, it seeks to rethink the various perspectives on social justice evident in the academic literature, reviewing what is collectively known about it and where current thinking is taking and/or should be taking us. Second, it reports on research concerning the schooling of students with disabilities or, more accurately, research concerning the practices of teachers in relation to the inclusion …
The politics of critical policy sociology
Este artigo reflete sobre o que significa fazer sociologia crítica das políticasna mudança de contextos teóricos, empíricos e metodológicos da educação. Concentramos nossas lentes analíticas em duas considerações principais.Em primeiro lugar, refletimos sobre a política da criticidade, examinando diferentes afirmações e debates sobre o que significa fazer pesquisa crítica e ser um pesquisador crítico da política educacional, prestando atenção esp…
Researching social inequalities in education
The injustices of 'allowing certain people to succeed, based not upon merit but upon the cultural experiences, the social ties and the economic resources they have access to, often remains unacknowledged in the broader society' (Wacquant, 1998, p. 216). Cognizant of this, we argue that education requires researchers' renewed examination and explanation of its involvement in the construction of social and economic differences. Specifically, we mak…
Realising Policy
This paper identifies a number of strategies employed by policy actors in the production of Australian higher education entry policy during the period 1987 to 1996, with a particular focus on the production of Queensland higher education entry policy text in 1990 (Viviani, 1990, The Review of Tertiary Entrance in Queensland, 1990 , Department of Education, Queensland). The paper begins from the premise that while policy is often intended to be re…
The emergent structure of feeling
Critical research in education is not what it used to be. It must now engage with a differently structured and globalized world with different social and material conditions for its peoples. This paper sets out to name the contemporary structure of feeling in which education researchers now work, particularly in terms of what now is to be the object of their educational theorizing and research and what are to be the intellectual resources brought…
Story‐telling and policy making
This paper is a study of the politics of policy making within the context of Australian university entrance policy. It argues that policy making is more concerned with the social construction of policy problems than with their resolution and that in this respect the problem‐solving image of policy making is flawed. Additionally, the paper explores the ways in which policy problems are constructed and how competing stories are resolved within poli…
Positional matters
This paper claims a central role for school leaders (principals or head-teachers) in the enactment of social justice policy in schools, who act as key agents or ‘gate keepers’ for what counts as social justice in their contexts of practice. Social justice means different things in different contexts depending on where leaders – who use policy as an opportunity to advance what they think is achievable within the limits of available resources – are…
Re‐asserting the place of context in explaining student (under‐)achievement
One popular view of student achievement is that the quality of teaching students receive plays an important part in whether or not they do well at school. In this article we draw attention to 'context' as a complementary explanation, particularly regarding achievement differences between students from different socio-economic backgrounds. In making these observations, we utilise data from one Australian secondary school located in an economically…
Fair contest or elite sponsorship? Entry settlements in Australian higher education
Activist dispositions for social justice in advantaged and disadvantaged contexts of schooling
This article advances current conceptions of teacher activism through an exploration of the social justice dispositions of teachers in advantaged and disadvantaged contexts of schooling. We interrogate the practices of teachers in a government school, with a high proportion of refugee students and students from low socio-economic backgrounds, in a high-fees, multi-campus independent school, and in a disadvantaged Systemic Catholic school to illus…
Socially Inclusive Teaching
Like other western nations such as the United States and the United Kingdom, Australia's record of education outcomes for marginalized groups is troubling, whether the comparisons are made within the nation or with other OECD nations. Although recent Australian Governments have sought to overhaul funding for schools and universities, on their own, more resources for educational institutions are not enough to redress problems of disadvantage and t…
Educational disadvantage and policy
The issues that social researchers study and policymakers address are partly determined by how they think about the world around them. Their view of the social world often depends on their position within it. What their research reveals and their policies propose are, in part, a reflection of where they choose to look and how they interpret the world they identify. The result can be a myopic view of the social and a distorted explanation of how s…
Metaphor as a methodological tool
This article investigates the social justice dispositions of teachers and principals in secondary schools as inferred from their metaphoric expressions. Drawing on a Bourdieuian account of disposition, our focus is the use of metaphor as a methodological tool to identify and reveal these otherwise latent forces within our data. Our analysis shows evidence of redistributive, recognitive and activist conceptions of social justice. We argue that the…
Alternative Pathways to Traditional Destinations
In 1985, the Higher Education Equity Program was introduced by the Australian Government to improve the participation of those persons from social groups traditionally under-represented within higher education. In 1990, the program was incorporated within A Fair Chance For All which provided more specific details of the government's desire for a system-wide approach to equity issues. One result has been the proliferation of access and equity prog…
The medical licensing examination debate
National licensing examinations are typically large‐scale examinations taken early in a career or near the point of graduation, and, importantly, success is required to subsequently be able to practice. They are becoming increasingly popular as a method of quality assurance in the medical workforce, but debate about their contribution to patient safety and the improvement of healthcare outcomes continues.A systematic review of the national licens…
Classroom teacher effectiveness research
Teacher effectiveness research now informs the rationale of much Australian education policy aimed at redressing student under‐achievement. The approach draws a ‘straight line’ between teacher practice and student outcomes, ‘controlling’ for and ultimately dismissive of other possible influences. The paper calls into question this conception of teaching–learning relations, particularly the extent to which teaching practice can be reasonably quant…
New capacities for student equity and widening participation in higher education
This special issue of Critical Studies in Education has its origins in the research of Australia's National Centre for Student Equity in Higher Education and a national conference it convened in Oc
Expansion and equity in Australian higher education
This article outlines three broad propositions for student equity in Australian higher education (HE), arising from the Australian Government's recent policy announcement to expand and widen student participation. The first is that a new relationship between student demand for places and their supply is on the horizon, unlike any other in Australia's history. Specifically, demand will struggle to match the intended supply. Given these new arrange…
Sailing into the Wind
Much is made of the potential of lifelong learning for individuals and organisations. In this article we tend to make much less of it, certainly with respect to its use in universities to discipline academics. Nevertheless, we argue that academics now need to re-learn the positions they occupy and the stances they take in response to the marketisation of Australian universities. In particular, we suggest that the position of (pure) critique no lo…
Daniel A. Carrión
Story‐telling and policy making
This paper is a study of the politics of policy making within the context of Australian university entrance policy. It argues that policy making is more concerned with the social construction of policy problems than with their resolution and that in this respect the problem‐solving image of policy making is flawed. Additionally, the paper explores the ways in which policy problems are constructed and how competing stories are resolved within poli…
Alternative Pathways to Traditional Destinations
In 1985, the Higher Education Equity Program was introduced by the Australian Government to improve the participation of those persons from social groups traditionally under-represented within higher education. In 1990, the program was incorporated within A Fair Chance For All which provided more specific details of the government's desire for a system-wide approach to equity issues. One result has been the proliferation of access and equity prog…
Fair contest or elite sponsorship? Entry settlements in Australian higher education
Fair contest or elite sponsorship? Entry settlements in Australian higher education
Policy Trajectories
This paper is concerned with theorising the nature of policy and its production. It takes as its starting point the work of Stephen Ball,1 particularly his writings within the pages of this journal (13(2), 1993)—later reprinted as Chapter 2 in Education Reform (1994a)—as well as his earlier writings in Politics and Policy Making in Education (1990) and Reforming Education and Changing Schools (Bowe, Ball & Gold, 1992). More broadly, the paper is …
Rethinking social justice in schools
The dialogue of this paper operates at two levels. First, it seeks to rethink the various perspectives on social justice evident in the academic literature, reviewing what is collectively known about it and where current thinking is taking and/or should be taking us. Second, it reports on research concerning the schooling of students with disabilities or, more accurately, research concerning the practices of teachers in relation to the inclusion …
Critical policy sociology
In recent times critical approaches to educational policy studies have been subject to increasing interrogation over methodological issues, often by critical policy researchers themselves. In the main, their reflexive posturings have been informed by critique which proceeds that beyond brief descriptions of research logis tics and a general commitment to the methodologies of a critical orientation, critical policy analyses offer few explicit acco…
Degrees of Difficulty
n\t\t\t\t\tIn this article, the difficulties some Australian university students experience in academic learning environments are explored. Particular attention is given to the experiences of students whose difficulties are often portrayed as intrinsic to them, and who are diagnosed as having learning disabilities or 'disorders'. In so doing, dominant neuro-psychological perspectives on students' learning 'problems' are challenged, broadening the…
Sailing into the Wind
Much is made of the potential of lifelong learning for individuals and organisations. In this article we tend to make much less of it, certainly with respect to its use in universities to discipline academics. Nevertheless, we argue that academics now need to re-learn the positions they occupy and the stances they take in response to the marketisation of Australian universities. In particular, we suggest that the position of (pure) critique no lo…
Realising Policy
This paper identifies a number of strategies employed by policy actors in the production of Australian higher education entry policy during the period 1987 to 1996, with a particular focus on the production of Queensland higher education entry policy text in 1990 (Viviani, 1990, The Review of Tertiary Entrance in Queensland, 1990 , Department of Education, Queensland). The paper begins from the premise that while policy is often intended to be re…
I'm Your New Teacher
The emergent structure of feeling
Critical research in education is not what it used to be. It must now engage with a differently structured and globalized world with different social and material conditions for its peoples. This paper sets out to name the contemporary structure of feeling in which education researchers now work, particularly in terms of what now is to be the object of their educational theorizing and research and what are to be the intellectual resources brought…
Researching social inequalities in education
The injustices of 'allowing certain people to succeed, based not upon merit but upon the cultural experiences, the social ties and the economic resources they have access to, often remains unacknowledged in the broader society' (Wacquant, 1998, p. 216). Cognizant of this, we argue that education requires researchers' renewed examination and explanation of its involvement in the construction of social and economic differences. Specifically, we mak…
New capacities for student equity and widening participation in higher education
This special issue of Critical Studies in Education has its origins in the research of Australia's National Centre for Student Equity in Higher Education and a national conference it convened in Oc
Mobility, aspiration, voice
There is a changed ‘structure of feeling’ emerging in higher education systems, particularly in OECD nations, in response to changed social, cultural and economic arrangements. Taking a student equity perspective, the paper names this change in terms of ‘mobility’, ‘aspiration’ and ‘voice’. It argues that (1) new kinds and degrees of mobility are now a significant factor in sustaining unequal access to and experience of higher education for diffe…
Social justice in Australian higher education policy
This article provides a synoptic account of historically changing conceptions and practices of social justice in Australian higher education policy. It maps the changes in this policy arena, beginning with the period following the Second World War and concluding with an analysis of the most recent policy proposals of the Bradley Review. Concurrently, it explores the different meanings ascribed to social justice, equity and social inclusion over t…
Re‐asserting the place of context in explaining student (under‐)achievement
One popular view of student achievement is that the quality of teaching students receive plays an important part in whether or not they do well at school. In this article we draw attention to 'context' as a complementary explanation, particularly regarding achievement differences between students from different socio-economic backgrounds. In making these observations, we utilise data from one Australian secondary school located in an economically…
Expansion and equity in Australian higher education
This article outlines three broad propositions for student equity in Australian higher education (HE), arising from the Australian Government's recent policy announcement to expand and widen student participation. The first is that a new relationship between student demand for places and their supply is on the horizon, unlike any other in Australia's history. Specifically, demand will struggle to match the intended supply. Given these new arrange…
Classroom teacher effectiveness research
Teacher effectiveness research now informs the rationale of much Australian education policy aimed at redressing student under‐achievement. The approach draws a ‘straight line’ between teacher practice and student outcomes, ‘controlling’ for and ultimately dismissive of other possible influences. The paper calls into question this conception of teaching–learning relations, particularly the extent to which teaching practice can be reasonably quant…
Educating for Futures in Marginalized Regions
‘Raising aspirations’ for education among young people in low socioeconomic regions has become a widespread policy prescription for increasing human capital investment and economic competitiveness in so-called ‘knowledge economies’. However, policy tends not to address difficult social, cultural, economic and political conditions for aspiring, based in structural changes associated with globalization. Drawing conceptually on the works of Pierre B…
Navigating student transition in higher education
Student transition into higher education (HE) has increased in importance in recent times, with the growing trend in OECD nations towards universal HE provision and the concomitant widening of participation to include previously under-represented groups. However, 'transition' as a concept has remained largely uncontested and taken for granted, particularly by practitioners but also by many researchers. Based on an analysis of recent research in t…
Navigating change
Student transition into higher education has increased in importance in recent times, with the growing trend in Organisation for Economic Cooperation and Development nations towards universal higher education provision and the concomitant widening of participation to include previously under-represented groups. However, ‘transition’ as a concept is largely employed uncritically in the field. In making these transition assumptions explicit, this a…
Just imaginary
This paper explores the notion of a ‘just imaginary’ for social inclusion in higher education. It responds to the current strategy of OECD nations to expand higher education and increase graduate numbers, as a way of securing a competitive advantage in the global knowledge economy. The Australian higher education system provides the case for analysis. Three dilemmas for social inclusion policy in this context are identified: questions of sustaina…
Calculating student aspiration
This paper reports on a recent study of aspirations for higher education by secondary school students from disadvantaged backgrounds in regional Australia. At the same time, it goes in search of explanations that transcend a Bourdieuian account of aspirations as produced by and reproductive of cultural histories and dominance, given the apparent inadequacy of these accounts in redressing disadvantage. To this end the authors distinguish between h…
Sociology (32 obras) · Political science (29 obras) · Law (24 obras) · Social science (19 obras) · Economics (17 obras) · Law (17 obras) · Global Educational Policies and Reforms (16 obras) · Higher education (13 obras) · Pedagogy (12 obras) · Public relations (12 obras)