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dc.contributor.authorO'Neill, JGen_US
dc.date.available2017-10-30en_US
dc.date.issued2017-10-30en_US
dc.identifier.citationOpen Review of Educational Research, 2017, 4 (1), pp. 192 - 204en_US
dc.identifier.issn2326-5507en_US
dc.description.abstractThe article is derived from a larger study of charities, philanthropists, policy entrepreneurs and international businesses in state schooling in Aotearoa New Zealand. The article considers the formation of a private professional services provider, CORE Education, and its recent corporate trajectory following the government’s decision in 2009 to make all School Support Services provision contestable by private providers. CORE Education is an interesting case of schooling privatization because the organizational structure comprises both a not-for-profit charitable educational trust and a wholly owned, for-profit business. CORE’s activities also illustrate the new network governance modality in schooling. In this modality, both bureaucratic and market forms of schooling services delivery are being displaced by fluid networks of domestic and offshore policy actors who seek strategic and tactical alliances in order to advance their voice and agency in schooling services policy development, delivery and evaluation. The article adopts a critical policy scholarship approach drawing on theories of social network analysis and network policy governance. The article claims that network alliances serve to blur the distinctions between for-profit and not-for-profit activity, between state, NGO and philanthropic actors and, ultimately, between what counts as private and what counts as public in state schooling.en_US
dc.format.extent192 - 204en_US
dc.publisherRoutledgeen_US
dc.relation.urihttps://www.tandfonline.com/doi/full/10.1080/23265507.2017.1394799en_US
dc.rights© 2017 The Author(s).en_US
dc.titleContesting PLD services: the case of CORE Educationen_US
dc.typeJournal Article
dc.citation.volume4en_US
dc.identifier.doi10.1080/23265507.2017.1394799en_US
dc.description.confidentialfalseen_US
dc.identifier.elements-id406273
dc.relation.isPartOfOpen Review of Educational Researchen_US
dc.citation.issue1en_US
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
dc.identifier.harvestedMassey_Dark
pubs.notesNot knownen_US


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