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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 the parental labour of social reproduction is being extended, valorised and rearticulated. We examine how one major reform movement in Australia is articulating new roles for parents and community members in schools: the Independent Public Schools (IPS) initiative in Western Australia. Our analysis demonstrates the intensive policy intervention required to produce this new form of parental labour and the subsequent divisions of labour it is producing. [ABSTRACT FROM AUTHOR]

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 descriptive terms, the use of the term in education generally mirrors its use in political science and economics. Its prescriptive usage, however, is very different, with arguments about the impacts of polycentricity in education policy often contrasting sharply with arguments in political science and economics. This has resulted, we argue, in core elements of the concept being 'lost in translation'. Yet, at the same time, its use in education has also generated new and important critical insights. [ABSTRACT FROM AUTHOR]

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 'global forms' with the dual concepts of 'political rationality' and 'political technology' from governmentality studies, we consider SBRs as a global techno-scientific form that coheres at the level of political rationality and which can be abstracted across contexts, but which also manifests in unique place-specific assemblages of political technologies. The global form of SBRs thus represents the logics by which policymakers may attempt to align and create commonality across systems in the search for standardisation, even if this can never be fully realised in practice. [ABSTRACT FROM AUTHOR]

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 actors are engaging with debates and challenges relating to alignment, drawing upon interviews with senior bureaucrats in Australian state education departments and agencies. Our findings suggest policy actors see misalignment as a problem but do not necessarily see alignment as the solution. This raises complex questions about the logic and value of pursuing alignment in federations. [ABSTRACT FROM AUTHOR]

The article presents a review of the concept of assembling policy in the understanding of social and non-social formations in educational policies. Topics discussed include the philosophical works and perspectives of Gilles Deleuze and Felix Guattari, along with the points raised by Sebastien Ureta's book, "Assembling Policy: Transantiago, Human Devices, and the Dream of a World-Class Society."

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: the Australian federal government; New South Wales state government agencies; and the Organisation for Economic Cooperation and Development. While policies like the APST claim to be national in form and scope, our analysis suggests ‘the national’ is much more disjunctive and nebulous, constituted by a heterogeneous and emergent assemblage of policy ideas, practices, actors and organisations, which often reflecttransnationaltraits and impulses. We thus see national reforms such as the APST as having a phantom-like nature, which poses challenges for researchers seeking to understand the making of national policies in federal systems. [ABSTRACT FROM PUBLISHER]

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 debates surrounding school funding. Taking the AustralianReview of Funding for Schooling(the Gonski Report) as our case, we analyse the policy report and its subsequent media coverage to consider what meanings are made concerning the ‘publicness’ of schooling. Our analysis reveals three broad themes of debate in the report and related media coverage: (1) the primacy of ‘procedural politics’ (i.e. the political imperatives and processes associated with public policy negotiations in the Australian federation); (2) changing relations between what is considered public and private; and (3) a connection of government schooling to concerns surrounding equity and a ‘public in need’. We suggest these three themes contour the debates and understandings that surround the ‘publicness’ of education generally, and school funding more specifically. [ABSTRACT FROM AUTHOR]

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 political opportunity that enabled the fundamental restructuring of curriculum policy at the national level, and which has significantly altered intergovernmental and inter-agency relationships. Following this, I engage with research literature that has sought to theorise the changing nature of Australian federalism in relation to schooling reform. I then present an empirical analysis based on interviews with policy-makers in ACARA and curriculum agencies in four Australian states (Western Australia, New South Wales, Queensland and Victoria). My analysis draws attention to three dominant trends: powerful new roles for ACARA in driving national reform and inter-agency collaboration; increased policy overlap and blurred lines of responsibility; and an uneven playing field of intergovernmental and interagency relationships and powers. I conclude by considering the implications of emerging reform trends for conceptualising the shifting dynamics of federalism in Australia and beyond. [ABSTRACT FROM AUTHOR]

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 ofglobal policy-scapesas a way of understanding the complex and disjunctive flows of transnational policy ideas and practices. The paper begins by arguing that reforms since the early 1980s have been driven by global panics about globalisation, equity and market competitiveness. These global influences have underpinned parallel reform attempts in each country, including the development of national goals in the late 1980s, failed attempts at national standards in the early 1990s and rejuvenated attempts towards national consistency in the 2000s. Building on this, we argue that despite shared global drivers and broad historical similarities, reforms in each country remain distinct in scope and form, due to several unique features that inform the national policy space of each country. These distinctive national policy spaces provide differentconditions of possibilityfor reform, reminding us that despite global commonalities, policy reforms are relational and locally negotiated. [ABSTRACT FROM PUBLISHER]

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 implications for parents of two recent educational reforms developed in the national contexts of this research. Our analyses show that the emerging demands on parents for responsibility in the educational field exceed univocal forms of individual responsibilisation, encompassing expressions of responsibility that respond to collective and public goals. [ABSTRACT FROM AUTHOR]

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 technologies of governance that re-articulate equity as a measure of performance. These re-articulations are set against the extension of neo-social economistic rationalities to all domains of life and the topological production of new spaces of policy and power. [ABSTRACT FROM PUBLISHER]