Leading schools for specific purposes

A relational analysis of provision

Bibliographic Data

ID10106018
AuthorsIva Strnadová (0000-0002-8513-5400, School of Education, Faculty of Arts, Design and Architecture, University of New South Wales Sydney, Sydney, Australia, corresponding author), Scott Eacott (0000-0002-5612-5887, School of Education, Faculty of Arts, Design and Architecture, University of New South Wales Sydney, Sydney, Australia), Joanne Danker (0000-0001-9071-1903, School of Education, Faculty of Arts, Design and Architecture, University of New South Wales Sydney, Sydney, Australia), Leanne Dowse (0000-0001-8673-2912, Disability Innovation Institute, University of New South Wales Sydney, Sydney, Australia), Brydan Lenne (NSW Department of Education), Dennis Alonzo (0000-0001-8900-497X, School of Education, Faculty of Arts, Design and Architecture, University of New South Wales Sydney, Sydney, Australia), Michelle Tso (0000-0003-0134-1053, School of Education, Faculty of Arts, Design and Architecture, University of New South Wales Sydney, Sydney, Australia), Julie Loblinzk (0000-0003-1350-6089, School of Education, Faculty of Arts, Design and Architecture, University of New South Wales Sydney, Sydney, Australia)
Year2022
Volume55
Issue2
Pages146-164
Publication date2022-07-23
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Educational Administration & History (JOURNAL)
Journal identifiersISSN: 0022-0620 • E-ISSN: 1478-7431
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00220620.2022.2101989
OpenAlexW4286716064
LanguageEN
References cited17

Schools for specific purposes (SSP) are and have been a significant feature of the education ecosystem since the roll out of mass schooling in Australia and elsewhere. SSPs serve some of the most vulnerable and disadvantaged communities. While their social and emotional worth to their communities (students, educators, families) is rarely questioned, the role of SSP in the pursuit of equity and inclusivity remains contested. This has significant implications for those charged with leading such schools, particularly principals. Drawing on the emerging field of relational studies, this paper undertakes a relational inquiry into the provision of education (RIPE) analysis of specific purpose schools for students with moderate and high support needs in the Australian state of New South Wales

Disadvantaged · Economic growth · Equity (law · Field (mathematics · Pedagogy · Political science · Public relations · Sociology · Family and Disability Support Research · Parental Involvement in Education · Teacher Education and Leadership Studies

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