Glenn C Savage
Dados Biográficos
| ID | 287436 |
|---|---|
| NOME | Glenn C Savage |
| PRENOMES | Glenn C |
| SOBRENOME | Savage |
| ASSINATURA | SAVAGE G C |
| AFILIAÇÕES | The University of Melbourne |
| ORCID | 0000-0001-6495-6798 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 40 |
| TOTAL DE CITAÇÕES | 286 |
| TOTAL COMO AUTOR | 40 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2008 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 9 |
Equity in practice
Education systems worldwide position equity as a central policy objective, yet its advancement depends heavily on school-level interpretation and enactment. This article examines how school leaders understand and operationalise equity within the constraints and opportunities of their policy environments. Drawing on qualitative interview data collected in Scotland and South Australia, the study finds that despite differing policy architectures, sc…
Technologies of participation
This paper adopts a critical perspective that treats public participation in policy design not as a democratic ideal nor as a hollow ritual, but as a technology of governance: a set of tools, practices, and socio-technical arrangements through which governments structure reform, legitimise authority, and define policy possibilities. Drawing on governmentality and critical design studies, we develop the concept of ‘technologies of participation’ t…
Scalecraft, scalecreep and scalecrunch
The shifting meanings of wellbeing in Australian schooling policy
The engaged parent
Media actors as policy entrepreneurs
The media’s central role in the policy process has long been recognised, with policy scholars noting the potential for news media to influence policy change. However, scholars have paid most attention to the news media as a conduit for the agendas, frames, and preferences of other policy actors. Recently, scholars have more closely examined media actors directly contributing to policy change. This paper presents a case study to argue that specifi…
Hybridity as a governmental technique for designing and delivering Naplan in Australian schools
This paper explores the utility of hybrid governance as an analytical lens for understanding policy design and delivery in Australian schooling reform. Using the National Assessment Program in Literacy and Numeracy (NAPLAN) as a case study, we argue that its design and delivery processes exemplify hybridity in myriad dimensions. In a federal system in which national schooling reform relies upon negotiation and consensus building amongst a multipl…
Schools as public things
This article takes up Bonnie Honig's notion of 'public things' to conceptualise schools as sites of attachment and meaning that draw people into the relationships of care and concern that are crucial for democratic life. By linking this with Sara Ahmed's theorisation of affective relations and use, we develop Honig's idea that communities cultivate public things through their use of such things, at the same time as the things themselves shape the…
Global policy mobilities in federal education systems
As an introduction to this special issue, this paper presents a discussion of different theoretical and methodological challenges in analyzing the ways in which global policy flows are shaping education policies and practices within and across federal systems. We argue that the dynamics between the global and the federal systems are complex, non-linear, multi-directional and ever changing. We start by discussing the notion of global policy mobili…
The changing rationalities of Australian federal and national inclusive education policies
Ideas and practices associated with inclusive education have featured prominently in the policies and reforms of successive Australian federal governments since the 1990s, yet there are limited historical analyses of these developments. This paper analyses federal and national inclusive education policies in Australia spanning from 1992 to the present. Drawing upon the concept of ‘political rationality’, the paper examines how the modes of reason…
It’s a diagnosis for the rich
A considerable body of sociological literature has examined the role that education plays in the ongoing reproduction of class-based inequalities. However, there is a relative lack of research that has focused on the reproduction of inequalities linked to the combined influences of disability and social class. Based on a qualitative study of 19 Australian families, this article examines how the strategies that mothers adopt to advocate for their …
Policy translations of citizen participation and new public governance
This paper considers the policy problematic of state–citizen relationships, reflecting on renewed calls for citizen collaboration and codesign in the provision of public services in ‘new public governance’. Analysing this through recent policy reform in Australian public school governance, we examine how existing policy architectures – in this case school boards/councils – are being rearticulated in relation to such calls. Drawing on in-depth int…
The business of teaching
The business of teaching: becoming a teacher in a market of schools." Journal of Education Policy, 37(6), pp. 1028–1029
The governing parent-citizen
Internationally, major policy reforms seek to deepen parent and community engagement in schools. Whilst pervasive in policy documents, however, discourses surrounding ‘parent engagement’ are often elastic and imprecise, ultimately gaining meaning through the technologies of governance that shape policy enactments in schools. In this paper, we argue that contemporary schooling reforms are constructing a new ‘governing parent-citizen’ through which…
Practices of scalecraft and the reassembling of political boundaries
This article contributes new insights to research on the socio-spatial dynamics of policy production by synthesizing the concepts of “policy assemblage” and “scalecraft”. By conceptualizing scale as socially-crafted rather than pre-existing (a priori), we argue that assemblage and scalecraft provide generative means for examining how scale is imagined and assembled, and the boundary dynamics associated with these processes. To make this argument,…
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…
O que é agenciamento de políticas
A teoria sobre agenciamento explodiu na pesquisa sobre políticas, especialmente entre os pesquisadores que trabalham na área de mobilidade e buscam aproveitar o potencial dessa abordagem para entender como as políticas se movem, mudam e se manifestam em contextos cada vez mais transnacionais. A ubiquidade do agenciamento, no entanto, nem sempre o torna preciso, sendo o conceito definido de forma variada e, às vezes, carente de força conceitual e …
Ethics in neoliberalism? Parental responsibility and education policy in Chile and Australia
This article questions the diverse and, in some cases, contradictory ethical forms present in contemporary neoliberal policy frames. In particular, we analyse the demands of responsibility - as a form of ethical commitment - requested of parents by education policies in the contexts of Chile and Australia. Assuming neoliberalism as a contextualised and multivocal form of governing, we applied a policy sociology approach to study the ethical impli…
Lost in translation? Polycentricity and the mutation of concepts across fields
This paper explores the emergence of the term ‘polycentricity’ in education policy research and compares its use in education to its historical use in its ‘parent fields’ of political science and economics. We focus on the leading role of Stephen Ball and colleagues in popularising the term in education, inspiring other education scholars to harness the term to examine contemporary governance arrangements. Our primary argument is that in broad de…
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…
The evolving state of policy sociology
When scholars name what they do or associate their work with a particular research field, it is invariable that discussion will follow about what that name or field means. When definitions are stro
Laboratories, Coproducers, and Venues
Considerable efforts have been made to better understand how global trends toward standards-based reforms have emerged in national education systems. Less well known, however, is the unfolding of standards-based reforms within and across federal education systems. In federal systems, national governments do not make policy unilaterally, but rather share authority with multiple orders of government. Using the concept of “global forms” to explore t…
Standards without standardisation? Assembling standards-based reforms in Australian and US schooling
Our aim in this paper is to examine how standards-based reforms (SBRs) relating to teachers and teaching are being constituted in Australia and the US. Our focus is not the specific impacts of these policies as enacted practices in schools or teacher training institutions, but rather the dynamics of policy production, with a specific focus on how federally-driven policies have been assembled in each country. Bringing together the notion of ‘globa…
What is policy assemblage
Assemblage thinking has exploded in policy research, especially among scholars working in the policy mobilities field who are seeking to harness the potential of an assemblage approach to understand how policies move, mutate and manifest in increasingly transnational contexts. The ubiquity of assemblage, however, does not always render it clear, with the concept being variously defined and sometimes lacking conceptual strength and explanatory pow…
What’s the problem with ‘policy alignment’? The complexities of national reform in Australia’s federal system
This article problematises contemporary debates in favour of ‘policy alignment’ by considering the complexities emerging from attempts to forge greater alignment of policies and processes across state schooling systems in the Australian federation. We begin by articulating our conceptual approach to policy alignment, after which we examine Australian and international debates relating to alignment in schooling policy. We then consider how policy …
What is policy assemblage
Assemblage thinking has exploded in policy research, especially among scholars working in the policy mobilities field who are seeking to harness the potential of an assemblage approach to understand how policies move, mutate and manifest in increasingly transnational contexts. The ubiquity of assemblage, however, does not always render it clear, with the concept being variously defined and sometimes lacking conceptual strength and explanatory pow…
Pedagogy writ large
Re-articulating social justice as equity in schooling policy
This paper examines the re-articulation of social justice as equity in schooling policy through national and global testing and data infrastructures. It focuses on the Australian National Assessment Program - Literacy and Numeracy (NAPLAN) and the OECD's Programme for International Student Assessment (PISA). We analyse the discursive reconstitution of social justice as equity in Australian and OECD policy, and analyse NAPLAN and PISA as technolog…
Who’s steering the ship? National curriculum reform and the re-shaping of Australian federalism
This paper explores the repositioning of state curriculum agencies in response to the establishment of the Australian Curriculum and the key national policy organisation responsible for its development: the Australian Curriculum, Assessment and Reporting Authority (ACARA). I begin with an analysis of the federal Labor government’s role in the early years of the Australian Curriculum reform, arguing that Labor was afforded a rare window of politic…
National agendas in global times
This paper provides a comparative analysis of national curriculum reforms in Australia and the USA, set against the backdrop of global trends since the 1980s. The analysis is driven by an interest in the reconstitution of national policy spaces in global times, and draws particularly upon Stephen Carney’s notion of global policy-scapes as a way of understanding the complex and disjunctive flows of transnational policy ideas and practices. The pap…
When worlds collide
In Australia, a distinct political–educational imagination drives contemporary policy and praxis. This imagination finds root in the social governance models of British Third Way policy and can be considered social capitalist. Central to such politics is a view that social governance is capable of pursuing and achieving the social democratic ideals of equity and social justice, within the architecture of a globalising and competitive capitalist e…
The phantom national? Assembling national teaching standards in Australia’s federal system
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: t…
Standards without standardisation? Assembling standards-based reforms in Australian and US schooling
Our aim in this paper is to examine how standards-based reforms (SBRs) relating to teachers and teaching are being constituted in Australia and the US. Our focus is not the specific impacts of these policies as enacted practices in schools or teacher training institutions, but rather the dynamics of policy production, with a specific focus on how federally-driven policies have been assembled in each country. Bringing together the notion of ‘globa…
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…
The governing parent-citizen
Internationally, major policy reforms seek to deepen parent and community engagement in schools. Whilst pervasive in policy documents, however, discourses surrounding ‘parent engagement’ are often elastic and imprecise, ultimately gaining meaning through the technologies of governance that shape policy enactments in schools. In this paper, we argue that contemporary schooling reforms are constructing a new ‘governing parent-citizen’ through which…
Tailored equities in the education market
The term equity is ubiquitous in Australian education policy and evolves amidst ongoing debates about what it means to be fair in education. Over the past three decades, meanings and practices associated with equity have reflected broader shifts in advanced liberal governance, with equity being reframed as a 'market-enhancing' mechanism and melted into economic productivity agendas. In this paper, I argue that an emerging, yet, under-examined pol…
Searching for the public
School funding is a principal site of policy reform and contestation in the context of broad global shifts towards private- and market-based funding models. These shifts are transforming not only how schools are funded but also the meanings and practices of public education: that is, shifts in what is ‘public’ about schooling. In this paper, we examine the ways in which different articulations of ‘the public’ are brought to bear in contemporary d…
Equity and marketisation
The conjunction of equity and market logics in contemporary education has created new and different conditions of possibility for equity, both as conceived in policy discourses and as a related set of educational practices. In this editorial introduction, we examine how equity is being drawn into new policy assemblages and how, in the context of marketisation, equity is evolving and being enacted in new ways across education sectors. Different co…
Ethics in neoliberalism? Parental responsibility and education policy in Chile and Australia
This article questions the diverse and, in some cases, contradictory ethical forms present in contemporary neoliberal policy frames. In particular, we analyse the demands of responsibility - as a form of ethical commitment - requested of parents by education policies in the contexts of Chile and Australia. Assuming neoliberalism as a contextualised and multivocal form of governing, we applied a policy sociology approach to study the ethical impli…
What’s the problem with ‘policy alignment’? The complexities of national reform in Australia’s federal system
This article problematises contemporary debates in favour of ‘policy alignment’ by considering the complexities emerging from attempts to forge greater alignment of policies and processes across state schooling systems in the Australian federation. We begin by articulating our conceptual approach to policy alignment, after which we examine Australian and international debates relating to alignment in schooling policy. We then consider how policy …
Letting schools off the hook? Exploring the role of Australian secondary schools in the Coag Year 12 attainment agenda
In 2009, the Council of Australian Governments (COAG) set a target to lift Australia’s Year 12 or equivalent attainment rate from 83.5 to 90% by 2015. In the context of global financial uncertainty, the target was rationalised as a means for boosting national productivity and developing human capital to help Australia compete in the global knowledge economy. Historically, Year 12 attainment targets have been designed to pressure state and territo…
Practices of scalecraft and the reassembling of political boundaries
This article contributes new insights to research on the socio-spatial dynamics of policy production by synthesizing the concepts of “policy assemblage” and “scalecraft”. By conceptualizing scale as socially-crafted rather than pre-existing (a priori), we argue that assemblage and scalecraft provide generative means for examining how scale is imagined and assembled, and the boundary dynamics associated with these processes. To make this argument,…
Policy assemblages and human devices
Important shifts are underway in public policy studies, sociology, anthropology, and related fields, as scholars seek to move beyond the limits of established theories and concepts that are proving
It’s a diagnosis for the rich
A considerable body of sociological literature has examined the role that education plays in the ongoing reproduction of class-based inequalities. However, there is a relative lack of research that has focused on the reproduction of inequalities linked to the combined influences of disability and social class. Based on a qualitative study of 19 Australian families, this article examines how the strategies that mothers adopt to advocate for their …
The evolving state of policy sociology
When scholars name what they do or associate their work with a particular research field, it is invariable that discussion will follow about what that name or field means. When definitions are stro
Silencing the everyday experiences of youth? Deconstructing issues of subjectivity and popular/corporate culture in the English classroom
This paper investigates the influence of popular/corporate culture texts and discourses on the subjectivities and everyday social experiences of young people, and the extent to which such influences are critically analysed in the English classroom. I present two levels of synthesised information using data analysis born of a mixed-methods postgraduate research project with a group of 15- and 16-year-old high school students in Perth, Australia. F…
The engaged parent
Hybridity as a governmental technique for designing and delivering Naplan in Australian schools
This paper explores the utility of hybrid governance as an analytical lens for understanding policy design and delivery in Australian schooling reform. Using the National Assessment Program in Literacy and Numeracy (NAPLAN) as a case study, we argue that its design and delivery processes exemplify hybridity in myriad dimensions. In a federal system in which national schooling reform relies upon negotiation and consensus building amongst a multipl…
Schools as public things
This article takes up Bonnie Honig's notion of 'public things' to conceptualise schools as sites of attachment and meaning that draw people into the relationships of care and concern that are crucial for democratic life. By linking this with Sara Ahmed's theorisation of affective relations and use, we develop Honig's idea that communities cultivate public things through their use of such things, at the same time as the things themselves shape the…
Policy translations of citizen participation and new public governance
This paper considers the policy problematic of state–citizen relationships, reflecting on renewed calls for citizen collaboration and codesign in the provision of public services in ‘new public governance’. Analysing this through recent policy reform in Australian public school governance, we examine how existing policy architectures – in this case school boards/councils – are being rearticulated in relation to such calls. Drawing on in-depth int…
Silencing the everyday experiences of youth? Deconstructing issues of subjectivity and popular/corporate culture in the English classroom
This paper investigates the influence of popular/corporate culture texts and discourses on the subjectivities and everyday social experiences of young people, and the extent to which such influences are critically analysed in the English classroom. I present two levels of synthesised information using data analysis born of a mixed-methods postgraduate research project with a group of 15- and 16-year-old high school students in Perth, Australia. F…
Global flows as gendered cultural pedagogies
This article theorizes empirical data from an ethnographic project conducted in and around the economically disadvantaged suburb of Noble Park in southeast suburban Melbourne (Victoria, Australia). Exploring the politics around gendered identities of young people involved in the research, particularly Australian-Sudanese men, the authors theorize global flows of ‘gangsta culture’ as gendered cultural pedagogies that are (re)produced by young men …
Pedagogy writ large
When worlds collide
In Australia, a distinct political–educational imagination drives contemporary policy and praxis. This imagination finds root in the social governance models of British Third Way policy and can be considered social capitalist. Central to such politics is a view that social governance is capable of pursuing and achieving the social democratic ideals of equity and social justice, within the architecture of a globalising and competitive capitalist e…
Vale Professor Jack Keating – 16 March 1947–21 July 2012
Professor Jack Keating of the University of Melbourne died on July 21, 2012 after a brave battle with cancer. A passionate educator and researcher, Jack’s influence ran deep in the Australian and international education communities, serving in an impressive variety of roles since the early 1970s, including as a high school teacher, union secretary, state ministerial adviser, consultant and university researcher
Letting schools off the hook? Exploring the role of Australian secondary schools in the Coag Year 12 attainment agenda
In 2009, the Council of Australian Governments (COAG) set a target to lift Australia’s Year 12 or equivalent attainment rate from 83.5 to 90% by 2015. In the context of global financial uncertainty, the target was rationalised as a means for boosting national productivity and developing human capital to help Australia compete in the global knowledge economy. Historically, Year 12 attainment targets have been designed to pressure state and territo…
Equity and marketisation
The conjunction of equity and market logics in contemporary education has created new and different conditions of possibility for equity, both as conceived in policy discourses and as a related set of educational practices. In this editorial introduction, we examine how equity is being drawn into new policy assemblages and how, in the context of marketisation, equity is evolving and being enacted in new ways across education sectors. Different co…
Tailored equities in the education market
The term equity is ubiquitous in Australian education policy and evolves amidst ongoing debates about what it means to be fair in education. Over the past three decades, meanings and practices associated with equity have reflected broader shifts in advanced liberal governance, with equity being reframed as a 'market-enhancing' mechanism and melted into economic productivity agendas. In this paper, I argue that an emerging, yet, under-examined pol…
The politics of disagreement in critical education policy studies
This paper engages with Morsy, Gulson and Clarke's response to the recent special issue of Discourse (Vol. 34, No. 2) that examined evolutions of markets and equity in education. We welcome Morsy, Gulson and Clarke's supplementation of the special issue with the genealogical analysis they provide of private school funding in Australia and the attention they draw to elisions of race, ethnicity, Indigeneity and whiteness in contemporary framings of…
Re-articulating social justice as equity in schooling policy
This paper examines the re-articulation of social justice as equity in schooling policy through national and global testing and data infrastructures. It focuses on the Australian National Assessment Program - Literacy and Numeracy (NAPLAN) and the OECD's Programme for International Student Assessment (PISA). We analyse the discursive reconstitution of social justice as equity in Australian and OECD policy, and analyse NAPLAN and PISA as technolog…
National agendas in global times
This paper provides a comparative analysis of national curriculum reforms in Australia and the USA, set against the backdrop of global trends since the 1980s. The analysis is driven by an interest in the reconstitution of national policy spaces in global times, and draws particularly upon Stephen Carney’s notion of global policy-scapes as a way of understanding the complex and disjunctive flows of transnational policy ideas and practices. The pap…
Who’s steering the ship? National curriculum reform and the re-shaping of Australian federalism
This paper explores the repositioning of state curriculum agencies in response to the establishment of the Australian Curriculum and the key national policy organisation responsible for its development: the Australian Curriculum, Assessment and Reporting Authority (ACARA). I begin with an analysis of the federal Labor government’s role in the early years of the Australian Curriculum reform, arguing that Labor was afforded a rare window of politic…
Searching for the public
School funding is a principal site of policy reform and contestation in the context of broad global shifts towards private- and market-based funding models. These shifts are transforming not only how schools are funded but also the meanings and practices of public education: that is, shifts in what is ‘public’ about schooling. In this paper, we examine the ways in which different articulations of ‘the public’ are brought to bear in contemporary d…
The phantom national? Assembling national teaching standards in Australia’s federal system
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: t…
Policy assemblages and human devices
Important shifts are underway in public policy studies, sociology, anthropology, and related fields, as scholars seek to move beyond the limits of established theories and concepts that are proving
What is policy assemblage
Assemblage thinking has exploded in policy research, especially among scholars working in the policy mobilities field who are seeking to harness the potential of an assemblage approach to understand how policies move, mutate and manifest in increasingly transnational contexts. The ubiquity of assemblage, however, does not always render it clear, with the concept being variously defined and sometimes lacking conceptual strength and explanatory pow…
What’s the problem with ‘policy alignment’? The complexities of national reform in Australia’s federal system
This article problematises contemporary debates in favour of ‘policy alignment’ by considering the complexities emerging from attempts to forge greater alignment of policies and processes across state schooling systems in the Australian federation. We begin by articulating our conceptual approach to policy alignment, after which we examine Australian and international debates relating to alignment in schooling policy. We then consider how policy …
Laboratories, Coproducers, and Venues
Considerable efforts have been made to better understand how global trends toward standards-based reforms have emerged in national education systems. Less well known, however, is the unfolding of standards-based reforms within and across federal education systems. In federal systems, national governments do not make policy unilaterally, but rather share authority with multiple orders of government. Using the concept of “global forms” to explore t…
Standards without standardisation? Assembling standards-based reforms in Australian and US schooling
Our aim in this paper is to examine how standards-based reforms (SBRs) relating to teachers and teaching are being constituted in Australia and the US. Our focus is not the specific impacts of these policies as enacted practices in schools or teacher training institutions, but rather the dynamics of policy production, with a specific focus on how federally-driven policies have been assembled in each country. Bringing together the notion of ‘globa…
Lost in translation? Polycentricity and the mutation of concepts across fields
This paper explores the emergence of the term ‘polycentricity’ in education policy research and compares its use in education to its historical use in its ‘parent fields’ of political science and economics. We focus on the leading role of Stephen Ball and colleagues in popularising the term in education, inspiring other education scholars to harness the term to examine contemporary governance arrangements. Our primary argument is that in broad de…
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…
The evolving state of policy sociology
When scholars name what they do or associate their work with a particular research field, it is invariable that discussion will follow about what that name or field means. When definitions are stro
Policy translations of citizen participation and new public governance
This paper considers the policy problematic of state–citizen relationships, reflecting on renewed calls for citizen collaboration and codesign in the provision of public services in ‘new public governance’. Analysing this through recent policy reform in Australian public school governance, we examine how existing policy architectures – in this case school boards/councils – are being rearticulated in relation to such calls. Drawing on in-depth int…
The business of teaching
The business of teaching: becoming a teacher in a market of schools." Journal of Education Policy, 37(6), pp. 1028–1029
The governing parent-citizen
Internationally, major policy reforms seek to deepen parent and community engagement in schools. Whilst pervasive in policy documents, however, discourses surrounding ‘parent engagement’ are often elastic and imprecise, ultimately gaining meaning through the technologies of governance that shape policy enactments in schools. In this paper, we argue that contemporary schooling reforms are constructing a new ‘governing parent-citizen’ through which…
Sociology (32 obras) · Political science (31 obras) · Law (20 obras) · Global Educational Policies and Reforms (17 obras) · Public Administration (17 obras) · Politics (15 obras) · Economics (14 obras) · Global Education and Multiculturalism (14 obras) · Law (13 obras) · Public Administration (12 obras)