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This paper details the gendered oppressions of young female teachers in three elite boys' private schools in Australia. Drawing on Foucauldian analytics and the theory of practice architectures, we explore the discourses and practices that work together to silence and disempower female teachers in these schools. There is an unevenness in these accounts, as there are also female teachers in the study who appear to successfully circumnavigate these issues. However, this apparent wherewithal of some female teachers speaks to the internalisations of gender oppression as much as it does to the teachers' agency. This paper illuminates these gender oppressions, which are made possible because they remain hidden and unchallenged. The findings of this study raise thorny issues for school-based leadership, but also for educational policy-makers, because gender oppression is seemingly inextricable from the social practices that elite private boys' schools both advocate and rely on for positional advantage in schooling markets. [ABSTRACT FROM AUTHOR]

This paper takes as its subject the circulation of tolerance discourse within two pedagogical encounters in two Australian educational settings, and draws from the work of Wendy Brown on tolerance as a regulatory force. Brown argues that discourses of tolerance are produced within historical and cultural milieu that enable tolerance and aversion to exist simultaneously. This has significant implications for how we might come to understand the project of working towards a socially just educational system and the various struggles encountered within pedagogical sites. I also examine the pedagogical affects that are produced within different educational moments as we work to teach in or around difference and when we embody the Other in the classroom. I engage with how these experiences speak to the way in which tolerance as national ideal acts to both alleviate and circulate discourses of inequality such as sexism and homophobia. [ABSTRACT FROM AUTHOR]

This paper explores the methodological basis for empirically researching moments of major policy change. Its genesis is in the methodological challenges presented by the initial stages of an ongoing research project examining the current attempts to establish the first nation-wide Australian curriculum. We draw on Dorothy Smith’s development of institutional ethnography and Bourdieuian field analysis to outline a methodological framework for research that has at its centre a concern to understand the social and institutional processes that enable, support and discursively prepare for significant educational reform. Working with and between these two eminent contributions to sociological enquiry, our paper explores the ways in which research can trace educational governance through the production, reproduction and subsequent enactment of generations of policy texts even before they are officially released for use in schools. In particular, we suggest that examination of the day-to-day processes involved in policy production shows how policy texts are progressively invested with institutional meanings and come to instantiate and govern institutional relations. The methodology we are developing foregrounds the creation and dissemination of discourses that support specific orientations to educational practice and governance, as well as the institutional practices that embed the logics of the field. [ABSTRACT FROM PUBLISHER]

This paper draws upon literature from economics, and the human capital and equity fields in order to present a theoretical framework for a new multidimensional measure of poverty for Australia. Poverty is about having low living standards; but its measurement has traditionally focused only on an individual's income or on other dimensions of living standards that are not appropriate for contemporary Australian society, such as calorie intake. There are two additional capabilities individuals require for adequate living standards: health and education. Each of these is required for basic functioning within modern society, but have traditionally been ignored by measures of poverty. This paper argues that health is a basic capability people need for a fulfilling life, allowing individuals to participate in activities essential in modern society, and that education can also be seen in this light. As such it is vital that health and education be included in measures of poverty. In order to move Australian poverty measurement forward and build upon the work of the past, poverty measurement must move its focus away from only looking at low income, and take a holistic focus on the living standards of individuals by incorporating assessments of health and education. [ABSTRACT FROM AUTHOR]

While numbers, data and statistics have been part of the bureaucracy since the emergence of the nation state, the paper argues that the governance turn has seen the enhancement of the significance of numbers in policy. The policy as numbers phenomenon is exemplified through two Australian cases in education policy, linked to the national schooling reform agenda. The first case deals with the category of students called Language Backgrounds Other than English (LBOTE) in Australian schooling policy – students with LBOTE. The second deals with the ‘closing the gap’ approach to Indigenous schooling. The LBOTE case demonstrates an attempt at recognition, but one that fails to create a category useful for policy-makers and teachers in relation to the language needs of Australian students. The Indigenous case of policy misrecognition confirms Gillborn’s analysis of gap talk and its effects; a focus on closing the gap, as with the new politics of recognition, elides structural inequalities and the historical effects of colonisation. With this case, there is a misrecognition that denies Indigenous knowledges, epistemologies and cultural rights. The contribution of the paper to policy sociology is twofold: first in showing how ostensive politics of recognition can work as misrecognition with the potential to deny redistribution and secondly that we need to be aware of the socially constructed nature of categories that underpin contemporary policy as numbers and evidence-based policy. [ABSTRACT FROM PUBLISHER]

In recent times critical approaches to educational policy studies have been subject to increasing interrogation over methodological issues, often by critical policy researchers themselves. In the main, their reflexive posturings have been informed by critique which proceeds that beyond brief descriptions of research logistics and a general commitment to the methodologies of a critical orientation, critical policy analyses offer few explicit accounts of the connections between the stories they tell about policy and the data used to tell them. As a way of addressing these silences, this paper proposes three methodological approaches within which to explore and explain matters of policy, each generating its own particular view of the (policy) issues worth looking for, where they can be found and how to look for them. Drawing on research into the production of Australian higher education policy during the late 1980s and early 1990s, the paper illustrates the characteristics of these approaches, referring to them as policy historiography, policy genealogy and policy archaeology. Without claiming absolute distinctions between their interests, the paper couples policy historiography with the substantive issues of policy at particular hegemonic moments, policy genealogy with social actors' engagement with policy, and policy archaeology with conditions that regulate policy formations. [ABSTRACT FROM AUTHOR]