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Ideas and practices associated with inclusive education have featured prominently in the policies and reforms of successive Australian federal governments since the 1990s, yet there are limited historical analyses of these developments. This paper analyses federal and national inclusive education policies in Australia spanning from 1992 to the present. Drawing upon the concept of 'political rationality', the paper examines how the modes of reason underpinning inclusive education policies have evolved over time. Three distinct phases of policy development are identified, which we suggest are characterised by three dominant rationalities: (1) standardisation, (2) the neo-social and (3) personalisation. We argue that examining these rationalities reveals fundamental shifts in ways of thinking about and reasoning inclusive education in policy. We conclude by considering the implications of the different rationalities and single out the potential tensions emerging between rationalities of standardisation and personalisation as an area for future investigation.

A considerable body of sociological literature has examined the role that education plays in the ongoing reproduction of class-based inequalities. However, there is a relative lack of research that has focused on the reproduction of inequalities linked to the combined influences of disability and social class. Based on a qualitative study of 19 Australian families, this article examines how the strategies that mothers adopt to advocate for their dyslexic children are shaped by social class. We argue that the expectation by schools that mothers will advocate for their child reproduces inequality because advocacy hinges on mothers having access to specialised cultural capital and considerable financial capital. Our findings also indicate that there is a reliance on mothers to advocate for their child in order to get support. We argue that this reliance on advocacy shifts responsibility for inclusion from the state to mothers, further reproducing a system that is exclusionary of students with disabilities.

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.

This article reflects on what doing critical policy sociology means in shifting theoretical, empirical and methodological contexts of education. We focus our analytical lens on two primary considerations. First, we reflect on the "politics of criticality," examining differing claims and debates about what it means to do critical research and be a critical researcher of education policy, paying particular attention to how critical policy sociologists position their work in relation to elite power and policy networks. Second, we build on these foundations to consider the trend towards researching mobilities within critical policy sociology, arguing that contemporary 'follow the policy' research risks orienting researchers to the problems and agendas already established by elite policy agents and organisations, while obscuring the not-so-mobile forces that continue to define education policy and practice. We also raise questions about the elite networks and privileged levels of resourcing typically required to conduct this kind of research. In conclusion, we invite further discussion on the politics of knowledge production and challenges for policy sociologists seeking to be critical in shifting contexts.

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.

This article examines the ways in which the International Baccalaureate's Learner Profile is interpreted and enacted in three different national settings. Using the data collected from a comparative study of the Learner Profile in nine International Baccalaureate schools in India, Hong Kong, and Australia, the article problematizes the widely held belief that understandings of the key attributes of the Learner Profile are nationally inflected. It suggests, instead, that these schools relate to their localities in a range of complex and multifaceted ways, and that the differences between individual schools within the same country are often more significant than differences between nations when it comes to putting the Learner Profile into practice. The article introduces the idea of "transnational learning spaces" to describe a range of common features across these schools, including highly culturally diverse and globally mobile student populations and a shared disposition toward cosmopolitanism.

Considerable efforts have been made to better understand how global trends toward standards-based reforms have emerged in national education systems. Less well known, however, is the unfolding of standards-based reforms within and across federal education systems. In federal systems, national governments do not make policy unilaterally, but rather share authority with multiple orders of government. Using the concept of "global forms" to explore the pervasiveness of standards-based assessments across four diverse federations (Australia, Canada, Germany, and the United States), this article aims to illuminate the roles that subnational governments play in the assemblage of standards-based education reforms. We argue that three key roles played by subnational governments are apparent in each: (1) semiautonomous laboratories of innovation, (2) coproducers of policy, and (3) venues for nongovernment actors. Our work suggests that greater attention must be paid to subnational spaces to better understand the manifestation, development, and expansion of global policy trends affecting education.

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.

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.

This article takes up Bonnie Honig's notion of 'public things' to conceptualise schools as sites of attachment and meaning that draw people into the relationships of care and concern that are crucial for democratic life. By linking this with Sara Ahmed's theorisation of affective relations and use, we develop Honig's idea that communities cultivate public things through their use of such things, at the same time as the things themselves shape the communities that care for them. Drawing on focus groups conducted with predominantly white Australian mothers, we examine how relational attachments and affective relations of care and concern circulate through the object of the school, shaping boundaries between self and Other, and experiences of community and public space. The article identifies two broad themes. First, it identifies white mothers' desires for alignment between themselves and the school, articulated as seeing oneself reflected in the values of the school and community. Second, it argues that mothers' affective relations with schooling were also expressed as racialised concerns about the potential risks of 'Other' communities attaching to the school, in ways that involved demarcating 'self' and 'Other'. We argue that the analytic lens of public things draws attention to the ways that schooling imbricates parents in relational and mutually constitutive affective environments that speak to the collective power of public things. [ABSTRACT FROM AUTHOR]

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 reflect "transnational" traits 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.

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 Australian "Review 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.

The past decade has seen think tanks operate in sophisticated ways to influence the development of education policies. In this paper, I reflect upon the influence of think tanks in the formation of national reform, using the Common Core State Standards initiative in the USA as an illustrative case. In doing so, I explore how certain think tanks, headed by political elites and backed by significant philanthropic funding, have sought to influence the reform initiative. My central argument is that meanings and practices associated with political publics are being transformed as elite policy actors gain influence. Through mobilising significant political and economic power, elites work through think tanks to influence policy debates, re-frame policy problems and advocate for particular policy solutions. The new public formations that are resulting appear to be shifting the conditions of possibility for policy making in education.

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 inter-agency relationships and powers. I conclude by considering the implications of emerging reform trends for conceptualising the shifting dynamics of federalism in Australia and beyond.

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 of "global policy-scapes" as 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 different "conditions of possibility" for reform, reminding us that despite global commonalities, policy reforms are relational and locally negotiated.

This paper considers the policy problematic of state–citizen relationships, reflecting on renewed calls for citizen collaboration and codesign in the provision of public services in 'new public governance'. Analysing this through recent policy reform in Australian public school governance, we examine how existing policy architectures – in this case school boards/councils – are being rearticulated in relation to such calls. Drawing on in-depth interviews with a range of policy stakeholders, we examine the diverse policy translations of citizen involvement in school governance. Our analysis highlights the contradictions and limitations of a school board/council structure for policy aspirations of citizen collaboration. While stakeholders welcomed school board member (i.e., parent) involvement in governance, this was strongly mediated by distinctions between strategic and operational decision-making, questions about the possibilities for meaningful participation, and tensions surrounding the need for skilled expert board members and community representation – particularly in disadvantaged contexts. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A considerable body of sociological literature has examined the role that education plays in the ongoing reproduction of class-based inequalities. However, there is a relative lack of research that has focused on the reproduction of inequalities linked to the combined influences of disability and social class. Based on a qualitative study of 19 Australian families, this article examines how the strategies that mothers adopt to advocate for their dyslexic children are shaped by social class. We argue that the expectation by schools that mothers will advocate for their child reproduces inequality because advocacy hinges on mothers having access to specialised cultural capital and considerable financial capital. Our findings also indicate that there is a reliance on mothers to advocate for their child in order to get support. We argue that this reliance on advocacy shifts responsibility for inclusion from the state to mothers, further reproducing a system that is exclusionary of students with disabilities. [ABSTRACT FROM AUTHOR]

This article contributes new insights to research on the socio-spatial dynamics of policy production by synthesizing the concepts of "policy assemblage" and "scalecraft". By conceptualizing scale as socially-crafted rather than pre-existing (a priori), we argue that assemblage and scalecraft provide generative means for examining how scale is imagined and assembled, and the boundary dynamics associated with these processes. To make this argument, we focus empirically on changes to the governance of schooling policy in the Australian federation over the past two decades. We argue that despite being a federation in which subnational (state and territory) governments maintain responsibility for schools, a new national policy assemblage has emerged that rests upon and produces new forms of boundary imagining, crossing and blurring. This is generating tensions and issues for policy actors, central to which is contestation about federal involvement in national reform. Drawing upon insights from semi-structured interviews with senior policy actors, we argue that new ways of imagining and seeking to govern schooling, at the national scale, grate uncomfortably against the realpolitik of Australian federalism, the principles underpinning the design of federal systems, and forms of scalar thinking that shape how policy actors perceive the "ideal" division of roles and responsibilities. [ABSTRACT FROM AUTHOR]

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 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]

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

This article reflects on what doing critical policy sociology means in shifting theoretical, empirical and methodological contexts of education. We focus our analytical lens on two primary considerations. First, we reflect on the politics of criticality, examining differing claims and debates about what it means to do critical research and be a critical researcher of education policy, paying particular attention to how critical policy sociologists position their work in relation to elite power and policy networks. Second, we build on these foundations to consider the trend towards researching mobilities within critical policy sociology, arguing that contemporary 'follow the policy' research risks orienting researchers to the problems and agendas already established by elite policy agents and organisations, while obscuring the not-so-mobile forces that continue to define education policy and practice. We also raise questions about the elite networks and privileged levels of resourcing typically required to conduct this kind of research. In conclusion, we invite further discussion on the politics of knowledge production and challenges for policy sociologists seeking to be critical in shifting contexts. [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]

Considerable efforts have been made to better understand how global trends toward standards-based reforms have emerged in national education systems. Less well known, however, is the unfolding of standards-based reforms within and across federal education systems. In federal systems, national governments do not make policy unilaterally, but rather share authority with multiple orders of government. Using the concept of "global forms" to explore the pervasiveness of standards-based assessments across four diverse federations (Australia, Canada, Germany, and the United States), this article aims to illuminate the roles that subnational governments play in the assemblage of standards-based education reforms. We argue that three key roles played by subnational governments are apparent in each: (1) semiautonomous laboratories of innovation, (2) coproducers of policy, and (3) venues for nongovernment actors. Our work suggests that greater attention must be paid to subnational spaces to better understand the manifestation, development, and expansion of global policy trends affecting education. [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]