Shaun Rawolle
Biographic Data
| ID | 760270 |
|---|---|
| NAME | Shaun Rawolle |
| GIVEN NAMES | Shaun |
| FAMILY NAME | Rawolle |
| SIGNATURE | RAWOLLE S |
| AFFILIATIONS | Charles Sturt University |
| ORCID | 0000-0002-7514-0660 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 241 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 7 |
Teacher agency and student diversity in reading education: What do Australian teachers think
State-level governments across Australia have made a commitment via public announcements to ensuring that all schools are teaching reading using ‘consistent’, ‘compulsory’, ‘common practice’. Through a mixed-methods questionnaire with 51 schoolteachers from four states across Australia, this paper examines practitioner experiences of teacher agency and student diversity in reading education. The results reveal that teachers’ confidence in teachin…
The roles of AI and educational leaders in AI-assisted administrative decision-making: A proposed framework for symbiotic collaboration
Education has always been in a state of flux because of technological disruption. As schools head towards a present in which digital technology is normalised as part of the fabric of everyday society, a post-digital paradigm, Artificial Intelligence (AI) is changing the educational administration and leadership. It is crucial to find ways to coexist with AI while striving for a human-centric future. While numerous studies advocate for a collabora…
Revisiting Foucault’s panopticon: How does AI surveillance transform educational norms
When the knowledge economy became The Chance to Change Mediatization, cross-field effects and temporary social fields
The research reported in this thesis text is concerned with the mediatization of policy. The policy treated in this thesis text is Australia’s Science Capability Review, led by Australia’s Chief Scientist, Dr Robin Batterham. Batterham’s Review is identified in this thesis text with the emergence of knowledge economy policies in Australia. More specifically, the topic of this thesis is understanding the way that media and policy practices represe…
Being critical of the student achievement problem in Australia
This paper presents a critical exploration of a reported decline in student achievement in Australia (2000–2020). Declining student achievement is framed as symptomatic of broader dysfunction within the education system. The context of declining student achievement is articulated through a Bourdieusian being critical sociology of education. This is achieved using the concepts of illusio and educationalisation as they intersect with Australian sch…
Rethinking inequalities between deindustrialisation, schools and educational research in Geelong
Inequalities have historically been conceptualised and empirically explored with primary reference to the human. Both measurements of educational inequalities through the production of data about students, teachers and schools, and ethnographic explorations of inequalities in the spoken accounts of human actors in schools can elide affective histories and material geologies of the earth that entwine with societal inequalities, and political quest…
The implications of contractualism for the responsibilisation of higher education
Within the context of heightened perceptions of risk within the higher education sector worldwide, responsibility for outcomes is increasingly required not only of universities but, also, of individual academics. In turn, contracts have become a key form of governance for institutions in mediating and modulating this risk and responsibility. While much writing around the use of contracts in higher education has focused on market-based, competitiv…
Neoliberalism is not a theory of everything: A Bourdieuian analysis of illusio in educational research
Despite the frequency with which the concept of neoliberalism is employed within academic literature, its complex and multifaceted nature makes it difficult to define and describe. Indeed, data reported in this article suggest that there is a tendency in educational research to make extensive use of the word 'neoliberalism' (or its variants neoliberal, neo-liberal and neo-liberalism) as a catch-all for something negative but without offering a de…
Understanding equity as an asset to national interest: Developing a Social Contract Analysis of Policy
Alongside the influence of market-based reforms in education policy has been the growth of policy that has largely been overlooked – those that outline social contracts. This paper draws on policies that connect with equity as a way of illustrating this social contract turn in policy and develops a conceptualisation of social contracts as they apply to education policy. The argument provides three principles that underpin social contracts, includ…
New scalar politics: Implications for education policy
This paper argues that globalisation has implications for research and theory in the social sciences, demanding that the social no longer be seen as homologous with nation, but also linked to postnational or global fields. This situation has theoretical and methodological implications for comparative education specifically focused on education policy, which traditionally has taken the nation-state as the unit of analysis, and also worked with ‘me…
Policy, leadership and professional development as practice: Bourdieu and educational research
Understanding the mediatisation of educational policy as practice
n\t\t\t\t\tThe main argument presented in this paper is that the mediatisation of education should be viewed as forms of practice linked to specific practice effects. Drawing on Bourdieu's conceptualisation of practice - as elements of practice, practice games and field effects - the paper argues that viewing mediatisation as practice provides a set of methodological starting points for research involving media interactions with education. Taking…
Practice chains of production and consumption: Mediatized Practices Across Social Fields
The argument developed in this paper is that a focus on practice provides some resolutions to methodological problems facing Bourdieuian scholarship in education. In order to develop Bourdieu's work on practice to account for the interactions between practices, this paper presents a conceptualization of practice as chains of production and consumption. The first part of the paper reviews the account of practice offered by Bourdieu both embedded i…
Policy, knowledge, education, economics: Creating Policy Pictures
The sociology of Pierre Bourdieu and researching education policy
Bourdieu did not write anything explicitly about education policy. Despite this neglect, we agree with van Zanten that his theoretical concepts and methodological approaches can contribute to researching and understanding education policy in the context of globalisation and the economising of it. In applying Bourdieu’s theory and methodology to research in education policy, we focus on developing his work to understand what we call ‘cross‐field e…
Cross‐field effects and temporary social fields: A case study of the mediatization of recent Australian knowledge economy policies
This paper utilizes Bourdieu’s conceptual frame to examine the mediatized effects of policy processes concerned with the growth and support of knowledge industries in Australia. These policies span education, science, research and other knowledge industries (such as venture capital firms and intellectual property law). The paper argues that some policy processes are best represented as temporary social fields. The nature of these fields can be de…
Bourdieu and the study of educational policy: Introduction
Globalizing policy sociology in education: Working with Bourdieu
n\t\t\t\t\tThis paper uses Bourdieu to develop theorizing about policy processes in education and to extend the policy cycle approach in a time of globalization. Use is made of Bourdieu's concept of social field and the argument is sustained that in the context of globalization the field of educational policy has reduced autonomy, with enhanced cross-field effects in educational policy production, particularly from the fields of the economy and j…
Mediatizing educational policy: The journalistic field, science policy, and cross‐field effects
This paper is concerned to demonstrate the usefulness of the theory of Bourdieu, including the concepts of field, logics of practice and habitus, to understanding relationships between media and policy, what Fairclough has called the ‘mediatization’ of policy. Specifically, the paper draws upon Bourdieu’s accessible account of the journalistic field as outlined in On television and journalism. The usefulness of this work is illustrated through a …
Practising Theory: Excursions into the fields
New scalar politics: Implications for education policy
This paper argues that globalisation has implications for research and theory in the social sciences, demanding that the social no longer be seen as homologous with nation, but also linked to postnational or global fields. This situation has theoretical and methodological implications for comparative education specifically focused on education policy, which traditionally has taken the nation-state as the unit of analysis, and also worked with ‘me…
Mediatizing educational policy: The journalistic field, science policy, and cross‐field effects
This paper is concerned to demonstrate the usefulness of the theory of Bourdieu, including the concepts of field, logics of practice and habitus, to understanding relationships between media and policy, what Fairclough has called the ‘mediatization’ of policy. Specifically, the paper draws upon Bourdieu’s accessible account of the journalistic field as outlined in On television and journalism. The usefulness of this work is illustrated through a …
Globalizing policy sociology in education: Working with Bourdieu
n\t\t\t\t\tThis paper uses Bourdieu to develop theorizing about policy processes in education and to extend the policy cycle approach in a time of globalization. Use is made of Bourdieu's concept of social field and the argument is sustained that in the context of globalization the field of educational policy has reduced autonomy, with enhanced cross-field effects in educational policy production, particularly from the fields of the economy and j…
The sociology of Pierre Bourdieu and researching education policy
Bourdieu did not write anything explicitly about education policy. Despite this neglect, we agree with van Zanten that his theoretical concepts and methodological approaches can contribute to researching and understanding education policy in the context of globalisation and the economising of it. In applying Bourdieu’s theory and methodology to research in education policy, we focus on developing his work to understand what we call ‘cross‐field e…
Neoliberalism is not a theory of everything: A Bourdieuian analysis of illusio in educational research
Despite the frequency with which the concept of neoliberalism is employed within academic literature, its complex and multifaceted nature makes it difficult to define and describe. Indeed, data reported in this article suggest that there is a tendency in educational research to make extensive use of the word 'neoliberalism' (or its variants neoliberal, neo-liberal and neo-liberalism) as a catch-all for something negative but without offering a de…
Understanding the mediatisation of educational policy as practice
n\t\t\t\t\tThe main argument presented in this paper is that the mediatisation of education should be viewed as forms of practice linked to specific practice effects. Drawing on Bourdieu's conceptualisation of practice - as elements of practice, practice games and field effects - the paper argues that viewing mediatisation as practice provides a set of methodological starting points for research involving media interactions with education. Taking…
Cross‐field effects and temporary social fields: A case study of the mediatization of recent Australian knowledge economy policies
This paper utilizes Bourdieu’s conceptual frame to examine the mediatized effects of policy processes concerned with the growth and support of knowledge industries in Australia. These policies span education, science, research and other knowledge industries (such as venture capital firms and intellectual property law). The paper argues that some policy processes are best represented as temporary social fields. The nature of these fields can be de…
Bourdieu and the study of educational policy: Introduction
The implications of contractualism for the responsibilisation of higher education
Within the context of heightened perceptions of risk within the higher education sector worldwide, responsibility for outcomes is increasingly required not only of universities but, also, of individual academics. In turn, contracts have become a key form of governance for institutions in mediating and modulating this risk and responsibility. While much writing around the use of contracts in higher education has focused on market-based, competitiv…
Revisiting Foucault’s panopticon: How does AI surveillance transform educational norms
Rethinking inequalities between deindustrialisation, schools and educational research in Geelong
Inequalities have historically been conceptualised and empirically explored with primary reference to the human. Both measurements of educational inequalities through the production of data about students, teachers and schools, and ethnographic explorations of inequalities in the spoken accounts of human actors in schools can elide affective histories and material geologies of the earth that entwine with societal inequalities, and political quest…
Understanding equity as an asset to national interest: Developing a Social Contract Analysis of Policy
Alongside the influence of market-based reforms in education policy has been the growth of policy that has largely been overlooked – those that outline social contracts. This paper draws on policies that connect with equity as a way of illustrating this social contract turn in policy and develops a conceptualisation of social contracts as they apply to education policy. The argument provides three principles that underpin social contracts, includ…
Practice chains of production and consumption: Mediatized Practices Across Social Fields
The argument developed in this paper is that a focus on practice provides some resolutions to methodological problems facing Bourdieuian scholarship in education. In order to develop Bourdieu's work on practice to account for the interactions between practices, this paper presents a conceptualization of practice as chains of production and consumption. The first part of the paper reviews the account of practice offered by Bourdieu both embedded i…
Practising Theory: Excursions into the fields
Mediatizing educational policy: The journalistic field, science policy, and cross‐field effects
This paper is concerned to demonstrate the usefulness of the theory of Bourdieu, including the concepts of field, logics of practice and habitus, to understanding relationships between media and policy, what Fairclough has called the ‘mediatization’ of policy. Specifically, the paper draws upon Bourdieu’s accessible account of the journalistic field as outlined in On television and journalism. The usefulness of this work is illustrated through a …
Cross‐field effects and temporary social fields: A case study of the mediatization of recent Australian knowledge economy policies
This paper utilizes Bourdieu’s conceptual frame to examine the mediatized effects of policy processes concerned with the growth and support of knowledge industries in Australia. These policies span education, science, research and other knowledge industries (such as venture capital firms and intellectual property law). The paper argues that some policy processes are best represented as temporary social fields. The nature of these fields can be de…
Bourdieu and the study of educational policy: Introduction
Globalizing policy sociology in education: Working with Bourdieu
n\t\t\t\t\tThis paper uses Bourdieu to develop theorizing about policy processes in education and to extend the policy cycle approach in a time of globalization. Use is made of Bourdieu's concept of social field and the argument is sustained that in the context of globalization the field of educational policy has reduced autonomy, with enhanced cross-field effects in educational policy production, particularly from the fields of the economy and j…
The sociology of Pierre Bourdieu and researching education policy
Bourdieu did not write anything explicitly about education policy. Despite this neglect, we agree with van Zanten that his theoretical concepts and methodological approaches can contribute to researching and understanding education policy in the context of globalisation and the economising of it. In applying Bourdieu’s theory and methodology to research in education policy, we focus on developing his work to understand what we call ‘cross‐field e…
Policy, knowledge, education, economics: Creating Policy Pictures
Policy, leadership and professional development as practice: Bourdieu and educational research
Understanding the mediatisation of educational policy as practice
n\t\t\t\t\tThe main argument presented in this paper is that the mediatisation of education should be viewed as forms of practice linked to specific practice effects. Drawing on Bourdieu's conceptualisation of practice - as elements of practice, practice games and field effects - the paper argues that viewing mediatisation as practice provides a set of methodological starting points for research involving media interactions with education. Taking…
Practice chains of production and consumption: Mediatized Practices Across Social Fields
The argument developed in this paper is that a focus on practice provides some resolutions to methodological problems facing Bourdieuian scholarship in education. In order to develop Bourdieu's work on practice to account for the interactions between practices, this paper presents a conceptualization of practice as chains of production and consumption. The first part of the paper reviews the account of practice offered by Bourdieu both embedded i…
New scalar politics: Implications for education policy
This paper argues that globalisation has implications for research and theory in the social sciences, demanding that the social no longer be seen as homologous with nation, but also linked to postnational or global fields. This situation has theoretical and methodological implications for comparative education specifically focused on education policy, which traditionally has taken the nation-state as the unit of analysis, and also worked with ‘me…
Neoliberalism is not a theory of everything: A Bourdieuian analysis of illusio in educational research
Despite the frequency with which the concept of neoliberalism is employed within academic literature, its complex and multifaceted nature makes it difficult to define and describe. Indeed, data reported in this article suggest that there is a tendency in educational research to make extensive use of the word 'neoliberalism' (or its variants neoliberal, neo-liberal and neo-liberalism) as a catch-all for something negative but without offering a de…
Understanding equity as an asset to national interest: Developing a Social Contract Analysis of Policy
Alongside the influence of market-based reforms in education policy has been the growth of policy that has largely been overlooked – those that outline social contracts. This paper draws on policies that connect with equity as a way of illustrating this social contract turn in policy and develops a conceptualisation of social contracts as they apply to education policy. The argument provides three principles that underpin social contracts, includ…
The implications of contractualism for the responsibilisation of higher education
Within the context of heightened perceptions of risk within the higher education sector worldwide, responsibility for outcomes is increasingly required not only of universities but, also, of individual academics. In turn, contracts have become a key form of governance for institutions in mediating and modulating this risk and responsibility. While much writing around the use of contracts in higher education has focused on market-based, competitiv…
Rethinking inequalities between deindustrialisation, schools and educational research in Geelong
Inequalities have historically been conceptualised and empirically explored with primary reference to the human. Both measurements of educational inequalities through the production of data about students, teachers and schools, and ethnographic explorations of inequalities in the spoken accounts of human actors in schools can elide affective histories and material geologies of the earth that entwine with societal inequalities, and political quest…
When the knowledge economy became The Chance to Change Mediatization, cross-field effects and temporary social fields
The research reported in this thesis text is concerned with the mediatization of policy. The policy treated in this thesis text is Australia’s Science Capability Review, led by Australia’s Chief Scientist, Dr Robin Batterham. Batterham’s Review is identified in this thesis text with the emergence of knowledge economy policies in Australia. More specifically, the topic of this thesis is understanding the way that media and policy practices represe…
Being critical of the student achievement problem in Australia
This paper presents a critical exploration of a reported decline in student achievement in Australia (2000–2020). Declining student achievement is framed as symptomatic of broader dysfunction within the education system. The context of declining student achievement is articulated through a Bourdieusian being critical sociology of education. This is achieved using the concepts of illusio and educationalisation as they intersect with Australian sch…
Teacher agency and student diversity in reading education: What do Australian teachers think
State-level governments across Australia have made a commitment via public announcements to ensuring that all schools are teaching reading using ‘consistent’, ‘compulsory’, ‘common practice’. Through a mixed-methods questionnaire with 51 schoolteachers from four states across Australia, this paper examines practitioner experiences of teacher agency and student diversity in reading education. The results reveal that teachers’ confidence in teachin…
The roles of AI and educational leaders in AI-assisted administrative decision-making: A proposed framework for symbiotic collaboration
Education has always been in a state of flux because of technological disruption. As schools head towards a present in which digital technology is normalised as part of the fabric of everyday society, a post-digital paradigm, Artificial Intelligence (AI) is changing the educational administration and leadership. It is crucial to find ways to coexist with AI while striving for a human-centric future. While numerous studies advocate for a collabora…
Revisiting Foucault’s panopticon: How does AI surveillance transform educational norms
Sociology (17 works) · Political science (14 works) · Epistemology (10 works) · Social science (10 works) · Law (9 works) · Social and Cultural Dynamics (8 works) · Economics (7 works) · Field (mathematics (7 works) · Global Education and Multiculturalism (7 works) · Global Educational Policies and Reforms (7 works)