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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.issn0142-5692
dc.identifier.doi10.1080/01425690701252176
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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge, Taylor and Francis Group
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom301
dc.relation.ispartofpageto315
dc.relation.ispartofissue3
dc.relation.ispartofjournalBritish Journal of Sociology of Education
dc.relation.ispartofvolume28
dc.rights.retentionY
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchOther Education
dc.subject.fieldofresearchSociology
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1399
dc.subject.fieldofresearchcode1608
dc.titleA New Equity Deal for Schools: a case study of policy-making in Queensland, Australia.
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
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/10.1080/01425690701252176
gro.date.issued2007
gro.hasfulltextFull Text
gro.griffith.authorSingh, Parlo


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