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The term 'governance' is one of the most widely applied concepts in education policy and research. Yet its meaning has changed over space and time both analytically and normatively. This history is a complicated one marked by both shifts and continuations in the politics of language and the development of unique intellectual histories and conceptual and empirical turns in the field of education. In this paper we systematically delineate the different meanings ascribed to governance within education with a focus on its polyvalence as a political project, empirical object and research analytic. Specifically, we highlight the various complementarities and tensions flowing from this rich and evolving language. We conclude by calling for more education researchers to reflect on this complicated history and attendant language as part of their framings and interpretations of governance. [ABSTRACT FROM AUTHOR]

This article provides a critical analysis of policies from two education systems that support the education of students from migrant backgrounds. This analysis examines the highly political policy context of multiculturalism to reveal how education systems acquiesce to or resist social and political forces. In making this case, the article presents an historical analysis of the Australian federal government's multicultural policy and the events that shaped it. The article then presents an analysis of the national policy statement Multicultural Australia: United, Strong, Successful to understand the current federal position on multiculturalism. These analyses provide an understanding of the political rationality of the broader context. This article argues that education policy constructions are likely to reflect this political rationality. Against this backdrop it then examines primary policies from two education systems that relate to education for students from migrant and refugee backgrounds. The key argument is that, whilst the federal government attends to concerns about security, social integration and economic contributions, education departments can 'resist' and attend to broader issues related to educational equity and social justice. [ABSTRACT FROM AUTHOR]