What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education?

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dc.contributor.authorKeddie A
dc.contributor.authorMacDonald K
dc.contributor.authorBlackmore J
dc.contributor.authorBoyask R
dc.contributor.authorFitzgerald S
dc.contributor.authorMihajla G
dc.contributor.authorHeffernan A
dc.contributor.authorHursh D
dc.contributor.authorMcGrath-Champ S
dc.contributor.authorMoller J
dc.contributor.authorO'Neill J
dc.contributor.authorParding K
dc.contributor.authorSalokangas M
dc.contributor.authorSkerrit C
dc.contributor.authorStacey M
dc.contributor.authorThomson P
dc.contributor.authorWilkins A
dc.contributor.authorWilson R
dc.contributor.authorWylie C
dc.contributor.authorYoon E-S
dc.coverage.spatialNetherlands
dc.date.available2022-09-30
dc.date.available2022-08-29
dc.date.issued30/09/2022
dc.descriptionCAUL read and publish agreement 2022
dc.description.abstractThe 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.
dc.description.publication-statusPublished online
dc.format.extentJan-27
dc.identifierhttps://www.ncbi.nlm.nih.gov/pubmed/36212916
dc.identifier573
dc.identifier.citationAust Educ Res, 2022, pp. 1 - 27
dc.identifier.doi10.1007/s13384-022-00573-w
dc.identifier.elements-id457019
dc.identifier.harvestedMassey_Dark
dc.identifier.issn0311-6999
dc.identifier.urihttps://hdl.handle.net/10179/17769
dc.languageeng
dc.publisherSpringer Nature on behalf of The Australian Association for Research in Education Inc
dc.relation.isPartOfAust Educ Res
dc.relation.urihttps://link.springer.com/epdf/10.1007/s13384-022-00573-w?sharing_token=Ut28Wejlqavo93kJ3fCprve4RwlQNchNByi7wbcMAY5oxQO9cfyeBkufTpGJ-WolSO2uQgXHYi5R_TquRabPmFVrwUiR3Lmf6OPSNBmavndFhygxGRYse3jgdBatQXwXXgPuGvgqxkLiy1Wr_gku9SQi6l6Pvuuou1rw9hdovcM%3D
dc.subjectPrincipal autonomy
dc.subjectPublic schooling
dc.subjectSchool autonomy reform
dc.subjectSocial justice
dc.subjectTeacher autonomy
dc.subject.anzsrc13 Education
dc.titleWhat needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education?
dc.typeJournal article
pubs.notesNot known
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/College of Humanities and Social Sciences
pubs.organisational-group/Massey University/College of Humanities and Social Sciences/Institute of Education
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