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2. FIRST THEY CAME FOR THE UNSCHOOLERS: A Faircloughian Critical Discourse Analysis of Queensland Home Education Policies.
- Author
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English, Rebecca
- Subjects
CRITICAL discourse analysis ,EDUCATION policy ,HOME schooling ,SOCIAL impact ,SOCIAL order ,SOCIAL change - Abstract
Increasing numbers of Australian parents, like me, are choosing to home educate. US estimates suggest, within home educated populations, 5 per cent of home education cohorts (Riley, 2018) follow an unschooling, or self-directed education (SDE), approach. In the past, these parents registered with the government department; however, policy changes made in Queensland in May 2018 make registration almost impossible for unschoolers and discriminate against families whose registration was based on a philosophy such as SDE. In this paper, I use Fairclough's (2003) Critical Discourse Analysis as a tool to interrogate how changes to the Queensland Education Act (2006) in May 2018 privilege a curriculum centric approach to education by requiring families to report on their child's 'progress' in relation to schooled children's levels. I argue these changes privilege the needs of bureaucrats who are invested in presenting a 'school' view of education. Fairclough (2003) would describe this policy change as a change to the social order that privileges the discourse of education over the real education occurring in families that choose to follow an SDE philosophy. By undertaking a Faircloughian Discourse Analysis, the paper analyses the policy shifts in Queensland's Education Act in regard to home educators. The concluding section of the paper suggests these changes may affect registration rates among SDE families or unschoolers which has both practical and philosophical effects. Practically, the changes affect family support and benefits payments because registration is required to access government support payments. Philosophically, there are wider cultural and social impacts by legitimating government overreach and further entrenching school models of education. [ABSTRACT FROM AUTHOR]
- Published
- 2019
3. Navigating a treacherous game: conceptualising parental engagement in contemporary Queensland schooling.
- Author
-
Macfarlane, Kym
- Subjects
PARENT participation in education ,SOCIAL conflict ,EDUCATION policy ,PARENT-teacher cooperation ,PERFORMATIVE (Philosophy) - Abstract
Parent engagement in schooling has long been held as a vital component of the successful navigation of the schooling process and, consequently, governments often invite such engagement via policy implementation. However, at times, contestation arises about parent engagement, with some parents seemingly 'crossing the line' when attempting to be involved in their children's schooling. This paper investigates the possibility of parent engagement in schooling in Queensland, Australia, conceptualising it as a game of social and systemic practice. The author examines this notion using an example of contestation between parents at a regional government school and the education authority. Policy directives about parent engagement are explored, with the rhetoric of such policy applied to the example in question. The work of Bourdieu and Foucault is used to argue that the invitation to parents to engage is framed and thus often misrecognised, resulting in unintended conflictual relationships between parents and governing authorities. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
- View/download PDF
4. Attracting, recruiting and retaining male teachers: policy issues in the male teacher debate.
- Author
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Mills, Martin, Martino, Wayne, and Lingard, Bob
- Subjects
- *
TEACHERS , *EMPLOYMENT of men , *EDUCATION of boys , *EDUCATION policy , *EDUCATIONAL ideologies - Abstract
Frequent calls for more male teachers are being made in English-speaking countries. Many of these calls are based upon the fact that the teaching profession has become (even more) 'feminized' and the presumption that this has had negative effects for the education of boys. The employment of more male teachers is sometimes suggested as a way to re-masculinize schools so they become more 'boy-friendly' and thus contribute to improving boys' school performance. The focus of this paper is on an Australian education policy document in the state of Queensland that is concerned with the attraction, recruitment and retention of male teachers in the government education system. It considers the failure of this document, as with many of the calls for more male teachers, to take into account complex matters of gender raised by feminism and the sociology of masculinities. The paper then critiques the primary argument given for the need for more male teachers: that is, that male teachers provide boys with much needed role models. [ABSTRACT FROM AUTHOR]
- Published
- 2004
- Full Text
- View/download PDF
5. The Dilemma of the Modern University in Balancing Competitive Agendas: The USQ Experience.
- Author
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Lovegrove, Bill and Clarke, John
- Subjects
UNIVERSITIES & colleges ,HIGHER education ,GOVERNMENT aid to education ,EDUCATION policy - Abstract
The Australian government uses numerous strategies to promote specific agendas -- including continued efforts to deregulate the higher education sector. These strategies comprise the reduction of government funding to universities in real terms to oblige institutions to seek alternative sources of income; the targeted deployment of government funding (including growth places and infrastructure funding); the use of reward-based incentives; the actual or threatened re-distribution of funding based on performance; competitive grants; and amending funding mechanisms to support desired behaviours. In addition, strategies not involving direct funding are also used through special policy provisions, the establishment of bodies and forums to promote issues; the publication of position papers and protocols; the publication of performance information or review outcomes; the employment of reporting and accountability processes and frameworks; and various approaches to promote, encourage or oblige sector restructuring. A major thrust of the Australian government's higher education policy is to encourage sector diversification through encouraging individual institutions to adopt their own clear and unique identities. This poses many challenges and opportunities for new generation regional institutions trying to position themselves in an increasingly competitive higher education market while continuing to meet their obligations and remain relevant to their local communities. The University of Southern Queensland's experience in pursuing its vision as a leader in open and flexible higher education is explored within the context of these potentially competing agendas. [ABSTRACT FROM AUTHOR]
- Published
- 2008
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