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dc.contributor.authorSingh, Parlo
dc.contributor.authorTaylor, Sandra
dc.date.accessioned2018-10-16T05:11:08Z
dc.date.available2018-10-16T05:11:08Z
dc.date.issued2007
dc.date.modified2008-05-08T09:43:45Z
dc.identifier.issn01425692en_US
dc.identifier.doi10.1080/01425690701252176en_US
dc.identifier.urihttp://hdl.handle.net/10072/18558
dc.description.abstractIn this paper we draw on concepts from policy sociology to analyse the new equity deal for schools in Queensland, Australia. We examine this 'new deal' through an analysis of the language of 'inclusion' and 'educational risk' in key policy documents associated with a major reform of public education in Queensland. In addition, we analyse the interview talk of key policy actors involved in policy framing, carriage and monitoring. We note that globalism has increased rather than reduced social inequity. At the same time, good quality accessible education can play a crucial role in challenging the inequalities produced by global informationalism. In Queensland, Australia equity is still on the agenda, but in radically new neo-liberal economic ways. The focus is individualistic - each individual needs to be tracked because they are potentially 'at-risk' of 'school failure'. Identification of 'at-risk' students has been devolved to the level of the school and district and intervention strategies have to be devised at the local level. Stories of success are then to be shared/networked with other schools. We suggest that while 'target group equity' strategies were limited in terms of addressing issues of social exclusion and inequity, the new deal on equity, a market-individualistic approach is an inadequate alternative.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledge, Taylor and Francis Groupen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom301en_US
dc.relation.ispartofpageto315en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalBritish Journal of Sociology of Educationen_US
dc.relation.ispartofvolume28en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode330103en_US
dc.titleA New Equity Deal for Schools: a case study of policy-making in Queensland, Australia.en_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
dc.description.versionPost-printen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyright© 2007 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in British Journal of Sociology of Education on 24 Apr 2007, available online: https://www.tandfonline.com/doi/10.1080/01425690701252176en_US
gro.date.issued2007
gro.hasfulltextFull Text


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