What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education?
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Date
30/09/2022
Journal Title
Journal ISSN
Volume Title
Publisher
Springer Nature on behalf of The Australian Association for Research in Education Inc
Rights
Abstract
The series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland, the USA, Norway, Sweden and New Zealand). It centred upon an important question: what needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? There was consensus across the group that school autonomy reform creates further inequities at school and system levels when driven by the logics of marketisation, competition, economic efficiency and public accountability. Against the backdrop of these themes, the conference generated discussion and debate where provocations and points of agreement and disagreement about issues of social justice and the mobilisation of school autonomy reform were raised. As an important output of this discussion, we asked participants to write a short response to the guiding conference question. The following are these responses which range from philosophical considerations, systems and governance perspectives, national particularities and teacher and principal perspectives.
Description
CAUL read and publish agreement 2022
Keywords
Principal autonomy, Public schooling, School autonomy reform, Social justice, Teacher autonomy
Citation
Aust Educ Res, 2022, pp. 1 - 27