ORCID Profile
0000-0003-0871-1643
Current Organisation
Deakin University
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Education Policy | Policy and Administration
Equity and Access to Education | School/Institution Policies and Development |
Publisher: Informa UK Limited
Date: 04-05-2022
Publisher: Springer Science and Business Media LLC
Date: 19-09-2023
Publisher: Informa UK Limited
Date: 22-04-2022
Publisher: Informa UK Limited
Date: 10-08-2023
Publisher: SAGE Publications
Date: 13-09-2022
DOI: 10.1177/17411432221126001
Abstract: The articulation of school autonomy into practice nationally, regionally and locally is highly situated in terms of what it enables or impedes with regard to the professional autonomy of principals and teachers. Principal autonomy does not necessarily mean greater teacher professional autonomy. In this paper, we draw on a three-year qualitative study investigating the social justice implications of school autonomy reform in Australia. We present interview data from a case study of a large secondary college to present two conflicting stories of autonomy. Supported by a managerial restructure reflecting distributed leadership, we juxtapose the positive account of autonomy expressed by the leadership team with the negative one expressed by teachers. We explore the justice implications of this disjuncture and argue the importance of critically examining the complex ways in which the intentions and enactments of distributed leadership can be differently articulated and understood within the context of school autonomy reform.
Publisher: Informa UK Limited
Date: 18-02-2019
Publisher: Informa UK Limited
Date: 10-02-2023
Publisher: Informa UK Limited
Date: 28-02-2022
Publisher: Informa UK Limited
Date: 09-07-2022
Publisher: Informa UK Limited
Date: 06-01-2023
Publisher: SAGE Publications
Date: 30-09-2023
DOI: 10.1177/17411432211034174
Abstract: This paper examines principals’ perceptions of school autonomy and leadership as part of a 3-year research project looking at the implications of school autonomy on social justice across four states of Australia (Victoria, New South Wales, Western Australia and Queensland). Drawing on interviews with principals and representatives from principal stakeholder organisations in these four state jurisdictions, the paper identifies a number of key issues for school principals and the implications for understandings and practices of educational leadership. These include varied understandings of autonomy, practices of leadership and implications for health, workload and well-being. The paper argues that while principals have mixed perceptions of school autonomy policies, there has been a narrowing of leadership experiences by principals in the form of managerialism and compliance. Furthermore, principals continue to experience high levels of workload, and some principals, depending on career stage and experience level, feel better able to work within and sometimes against these policies in their schools and communities. These practices are sometimes felt to be despite the system and not due to school autonomy policies themselves. The implication of these findings is that principals are inequitably able to respond to and implement school autonomy policies, an issue often glossed over in educational leadership research.
Publisher: Informa UK Limited
Date: 05-08-2022
Publisher: Informa UK Limited
Date: 06-06-2023
Publisher: Informa UK Limited
Date: 08-08-2022
Publisher: Springer Science and Business Media LLC
Date: 30-09-2023
DOI: 10.1007/S13384-022-00573-W
Abstract: The series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland, the USA, Norway, Sweden and New Zealand). It centred upon an important question: what needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? There was consensus across the group that school autonomy reform creates further inequities at school and system levels when driven by the logics of marketisation, competition, economic efficiency and public accountability. Against the backdrop of these themes, the conference generated discussion and debate where provocations and points of agreement and disagreement about issues of social justice and the mobilisation of school autonomy reform were raised. As an important output of this discussion, we asked participants to write a short response to the guiding conference question. The following are these responses which range from philosophical considerations, systems and governance perspectives, national particularities and teacher and principal perspectives.
Publisher: Informa UK Limited
Date: 09-09-2020
Publisher: Informa UK Limited
Date: 29-05-2020
Publisher: Bloomsbury Academic
Date: 2022
Start Date: 06-2019
End Date: 07-2024
Amount: $340,692.00
Funder: Australian Research Council
View Funded Activity