共查询到20条相似文献，搜索用时 15 毫秒
1.
Rosemary Morgan 《Journal of educational administration and history》2013,45(1):84-109
Market principles now dominate the education and social policies of many Anglophone countries, including Australia, but articulate differentially within specific contexts. Existing historical legacies, local economic and social conditions, and geographical settings interact with federal and state funding and transport policies to shape the nature of regional education markets and the choices families make in a rural school market in Australia. Through two school case studies, this article explores the effects of policy shifts on parental choice and student movement within a regional Victorian community. Informed by policy sociology, the article views the policy as a dynamic, often ad hoc process with contradictory effects. It indicates how an ensemble of federal and state funding and conveyancing policies enable some schools to develop marketing practices that reconstruct the local education market to their advantage through the introduction of transport and flexi-boarding policies. It demonstrates that education markets are not confined to urban settings and that while choice is not a new phenomenon in this rural area, federal and state funding and transport policies have reconfigured local markets and intensified the market work undertaken by schools and parents with, in this instance, unequal effects on the provision of schooling in a rural region. 相似文献
2.
Staffing rural and remote schools is an important policy issue for the public good. This paper examines the private issues it also poses for teachers with families working in these communities, as they seek to reconcile careers with educational choices for children. The paper first considers historical responses to staffing rural and remote schools in Australia, and the emergence of neoliberal policy encouraging marketisation of the education sector. We report on interviews about considerations motivating household mobility with 11 teachers across regional, rural and remote communities in Queensland. Like other middle-class parents, these teachers prioritised their children's educational opportunities over career opportunities. The analysis demonstrates how teachers in rural and remote communities constitute a special group of educational consumers with insider knowledge and unique dilemmas around school choice. Their heightened anxieties around school choice under neoliberal policy are shown to contribute to the public issue of staffing rural and remote schools. 相似文献
3.
This article deals with the discourses and practices employed by families involved in school choice processes in the city of Barcelona (Spain). It draws upon a study conducted by the authors in 2008/09, and it is based on surveys completed by a representative sample made up of 3245 families, as well as 60 in-depth interviews with families with children at the age of commencing universal pre-primary education (three years old). Firstly, the article focuses on the types of concerns and pressures that families experience when choosing a school for their child. Secondly, we analyse the level and type of knowledge that parents have at their disposal about the field of school choice, as well as how they use and benefit from available information channels. Finally, we identify three unequal positions in which families find themselves when negotiating the field of school choice: ‘maximising’, ‘guaranteeing’ and ‘displaced’. These positions are, in turn, directly related to families’ locations in the social structure, which are also unequal. 相似文献
4.
近二十年来,择校在美国规模不断扩大,形式日趋多样。除学券计划外,各种税收抵免和教育储蓄账户应运而生,一部分公立学校也打开校门,实施"开放入学"政策。每种择校形式内,又有不同的变式。不过,由于家长和学生的择校标准不同于决策者的假设,各校也想办法选择成绩较优或家庭背景较好的学生,所以择校在某种程度上没有实现预期的效果。它很少服务于最贫困、最需要帮助的学生,在推动公立学校改革方面作用有限。 相似文献
5.
Stephanie Simmons Zuilkowski Benjamin Piper Salome Ong’ele Onesmus Kiminza 《牛津教育评论》2018,44(2):258-274
Low-cost private schools (LCPS) are widespread in Kenya, particularly in urban areas. This study examines the reasons that parents send children to fee-charging schools in a context of free public primary education. Drawing on parent survey and interview data, as well as interviews with national policy makers, we found that parents who chose LCPS for their children were more driven by quality concerns than were public school parents. We also present data on the costs of the school types, compared to household income. Despite being termed ‘low cost’, the fees charged by schools primarily serving the poor were often a heavy burden on families. We conclude with recommendations for maximising the impact of LCPS on educational access and quality. 相似文献
6.
Vanessa Anthony-Stevens 《Diaspora, Indigenous, and Minority Education》2017,11(2):92-105
Educational reform policies in the United States promote school choice as a central tool to empower low-income and minoritized families in order to close the achievement gap. However, research on school choice rarely reflects the voice of minoritized families and offers little evidence that choice significantly addresses inequities in educational outcomes. This article analyzes the perspectives of Indigenous parents as they navigate school choice options with their children in the southwestern U.S. Through the conceptual lens of enduring struggle and educational survivance, ethnographic data offers insight into factors significant for three families as they select schools from a highly constrained landscape. Deeper analysis of why Indigenous families reject and select schools reveals an educational landscape fraught with persisting inequities, in spite of choice. The continued silencing of issues relevant to Indigenous education, such as the impacts of colonization, tribal sovereignty, and rights to culturally responsive education marginalize Indigenous voices from the school choice debate. This study adds Indigenous voices to the school choice debate, and contributes new dimensions to parent choice behaviors. Implications support scholarly claims that current school choice policy masks the entrenched operations of race, class and deficit discourse which perpetuate unfavorable school outcomes for Indigenous youth. 相似文献
7.
《British Journal of Educational Studies》2012,60(3):345-362
AbstractIn this paper, we consider the relationship between the existence of private schools and public attitudes towards questions about educational provision. Data from the 2010 British Social Attitudes survey suggest that parents who choose to send children to private schools may become more entrenched in their support for more extensive forms of parental partiality, with potential ramifications for the future supporting of progressive education policy. We suggest that addressing questions about the existence of certain forms of education and school choice policies requires consideration of the broader ethical environment. 相似文献
8.
Susan Watson 《British Journal of Sociology of Education》1997,18(3):371-383
Single‐sex education for girls constitutes a focal point around which issues of gender, choice and educational decision‐making coalesce. My concern is not to enter the debate about the merits of single‐sex education for girls per se, but to examine the relationship between discourses of femininity and discourses around single‐sex schooling to see how they interact in the choice of single‐sex schools by girls and their parents. In this paper, I explore the ways in which aspects of feminist poststructuralist theory can be used to offer a more dynamic and complex account of the processes of school choice than that assumed by neo‐liberal theorists. The theory I develop is illuminated by interviews with three girls and their parents, from different social‐class backgrounds, at the point at which they were making decisions about which secondary school to apply for. A focus such as this enables me to do two things: firstly, to develop a more adequate understanding of the relationship between gender and educational decision‐making; and secondly, to critique the underlying theory of instrumental rationality, and its relationship to school choice, which has underwritten the marketisation of education in Aotearoa/New Zealand. 相似文献
9.
瑞典1992年正式推行择校改革,家长和学生可以在本地区和地区以外的所有公立学校和独立学校中自由选择学校就读。实践表明,家长选择学校时更关心学校质量而非种族等其他与质量无关的因素,但择校客观上造成了学校学生种族构成的变化。瑞典择校激发了学校间的竞争,提高了整体的教育质量,鼓励了学校创新,但是也造成了学生和学校的分化。 相似文献
10.
Hyejin Kim 《Globalisation, Societies & Education》2019,17(3):310-323
Across Asia, the international school scene has experienced marketisation and corporatisation. A consequence is that many wealthier families – outside of expatriate communities – view international schools as a desirable choice, and they seek ways to enrol their children in international schools. States have responded to this situation through policies that manage the boundaries between public or national school systems and international schools. States have made compromises in their international school policies – compromises that allow markets to creep into the broader education systems. This mode of market creation is subtle: Neither families nor state agents advocate for ‘choice’ as a value, nor are there public discourses around international schools in the region celebrating ‘choice’ in education. The compromises made in international school policy relate to whole education systems and have implications for inequality, citizenship, and national identity. 相似文献
11.
Even though choice is not officially a feature in the German primary school system, some parents intervene in determining which school their child attends. Especially in urban contexts, the informal school market is growing. This demand is based on promises with respect to a certain quality of education as well as on issues that prevail in certain inner city schools. In looking at Berlin, as a global city, this article shows how contrary school choice practices gain traction in the face of ‘cultural differences’ that those practices produce discursively. Cultural semantics are activated with regard to the composition of the student body, when parents chose schools with a bilingual profile, but also when parents engage in the practice of ‘group enrolment’ into schools in inner city hotspots perceived as problematic. Our research shows how school choice practices may become acceptable despite being a public taboo, if parents argue by appeal to ‘cultural differences’. 相似文献
12.
Charlene Tan 《Discourse: Studies in the Cultural Politics of Education》2019,40(4):443-457
ABSTRACTDrawing upon Aihwa Ong’s concept of ‘neoliberalism as exception’, this paper explores how the education authority in Shanghai capitalises on neoliberal knowledge, techniques and logics to address local challenges. Through the creation of ‘new high-quality schools’ that is accompanied by a new assessment system, the authority hopes to persuade parents to choose non-elite schools instead of prestigious schools that excel in academic performance. The neoliberal strategy of school choice is supported by the policy of school autonomy for educators to go beyond test scores to promote holistic development in students. The paper underlines the indigenisation of neoliberalism through policy dynamics where multiple educational stakeholders interact with and mutually influence one another. By highlighting ‘neoliberalism with Chinese characteristics’ in Shanghai, this study demonstrates how neoliberalism coexists with state forms, cultural norms and social practices in a particular locality. 相似文献
13.
Parents in the United States have had the legal right to choose the school their child attends for a long time. Traditionally, parental school choice took the form of families moving to a neighborhood with good public schools or self-financing private schooling. Contemporary education policies allow parents in many areas to choose from among public schools in neighboring districts, public magnet schools, public charter schools, private schools through the use of a voucher or tax-credit scholarship, virtual schools, or even homeschooling. The newest form of school choice is education savings accounts (ESAs), which make a portion of the funds that a state spends on children in public schools available to their parents in spending accounts that they can use to customize their children's education. Opponents claim that expanding private school choice yields no additional benefits to participants and generates significant harms to the students “left behind” in traditional public schools. A review of the empirical research on private school choice finds evidence that private school choice delivers some benefits to participating students—particularly in the area of educational attainment—and tends to help, albeit to a limited degree, the achievement of students who remain in public schools. 相似文献
14.
The principal aim of the present study is to examine the level of parental satisfaction with inclusive education for their children with disability attending Italian schools of any grade level. The survey involved 285 parents of pupils randomly selected from the population of students with disability certificates. On average, parents expressed a high level of satisfaction. Four principal components of parental satisfaction were extracted from the item scores of the questionnaire: inclusive educational practices; environment and special equipment; classmates’ and families’ acceptance; integration between education and rehabilitation activities. Various correlations were found between these aspects and both child-related and context-related variables. In particular, children’s emotional regulation abilities evaluated by teachers are involved in various dimensions of the parents’ satisfaction. On the other hand, satisfaction with the integration between the educational and rehabilitation activities showed a significant negative correlation with the fathers’ and mothers’ educational level. Lastly, parental satisfaction towards classmates’ and families’ acceptance appears to be the most critical aspect and tends to decrease in relation to school level, while it is positively linked with the number of hours the support teacher spends in class. Taken together, these results stimulate useful considerations to promote better practices in inclusive education. 相似文献
15.
16.
Value diversity and promote understanding—so read a heading in a school district’s strategic plan. The phrase was to initiate six months of controversial community debate that was eventually encapsulated into the single question: Should our schools respect or should they value diversity? This question polarized the community, ultimately shaping the final outcome of the debate. Such localized deliberations reflect and reconstruct societal discourses about diversity and democracy, ultimately influencing educational policy decisions and schooling practices. Understanding how participants navigate these discourses is crucial for formulating more inclusive educational policy and for transforming societal discourses about democracy and difference. In this essay, it is argued that two discursive practices limited the democratic potential of the Boulder, Colorado school district’s debate and undermined the transformation of dominant discourses about diversity. It is suggested that these two linguistic tools appear frequently in public deliberation and identify implications for developing educational policy around diversity and for retheorizing the relationship between difference and democracy. 相似文献
17.
Joel Windle 《International Journal of Inclusive Education》2017,21(11):1128-1141
ABSTRACTThis article analyses some ways in which racialising discourses around refugees interact with the spatial and social dynamics of marketised schooling. It identifies conflicting discourses that contribute to the polarisation of school social composition and resourcing in the Australian state of Victoria. Media narratives around ‘ethnic’ gangs contribute to wider discourses surrounding working-class neighbourhoods and schools as dangerous and violent ‘hotspots’. At the same time, some elite private schools discursively produce themselves as providing a ladder of opportunity for talented and deserving refugee youth, offering volunteer tutoring and scholarships. These discourses work together to legitimate the funding of socially exclusive sites at twice the rate of the schools that cater to virtually all refugee-background students. The article draws on critical discourse analysis, based on media reporting on refugees, and interviews with parents selecting a secondary school for their children. The findings have implications for the management of school choice as a policy framework, suggesting that its exclusionary effects are heightened in the context of intense media and political attention to refugees as racialised subjects. 相似文献
18.
Stefan Lund 《教育政策杂志》2013,28(6):633-648
Decentralisation policy in Sweden emphasises school capitation allowance, the local upper secondary schools’ decision‐making and pupils’ choices in contrast to previous bureaucratic governing. The aim of this article is to discuss how pupils’ educational choice paths are a part of the different kinds of integration and differentiation processes within upper secondary education. By doing so, the intention is to make a theoretical contribution to the ongoing discussion in this research field. In the light of Habermas’s theory of communicative action combined with Fairclough’s critical discourse analysis, educational choice paths have been studied as a process within three educational practices in a local quasi‐market in Sweden: (1) choice of upper secondary school, (2) choice of upper secondary programme, and (3) choice of courses and subjects within a programme. Some of the results demonstrate that pupils’ choice paths can be vocation‐oriented, career‐oriented and consumption‐oriented. It is argued that these different types of choice paths are related to a market discourse. Other results demonstrate that pupils’ group‐oriented, interest‐oriented and tradition‐oriented choice paths are built upon an active citizenship discourse, which is about creating meaning in terms of seeking knowledge and establishing social relations in upper secondary education. The analysis of these two paramount discourses indicates that pupils’ integration and differentiation processes are ambiguous. 相似文献
19.
Transformations in local secondary schools markets in the UK have not simply been accomplished at a structural and policy level: social changes are crosscut by fiction and fantasy that resonate with and implicate subjects at the level of the personal. Drawing on a study of children's transitions to secondary school, we analyse the emotional processes through which particular schools come to be 'demonized' in the minds of Year 6 children, consider the impact such damaging discourses have on children who were to go to those schools, and explore connections between social and psychic realities in the increasing polarization of secondary schools. We examine the impact of discourses of race and racism on the psychic construction of 'good' and 'bad' schools and explore how this connected with family practices of secondary school choice and current constructions of UK local educational markets. 相似文献
20.
P. Taylor Webb Kalervo Gulson Viviana Pitton 《Discourse: Studies in the Cultural Politics of Education》2014,35(1):31-44
The paper argues that neo-liberal education policy has capitalized on a historical concern to care for the self, or the Greek epimeleia heautou. We discuss epimeleia heautou in relation to education policies that emphasize greater choice in curriculum offerings, and in relation to school choice policies more generally. Thus, a premise of our argument is that school choice policies accommodate a much greater range of selves to be cared for. The analysis examines the neo-liberal subject, homo ?conomicus, in relation to education policy that produces choices of the self and choices for its care. We conclude by discussing conceptions of the self in relation to two aporias of neo-liberal educational equality produced through ethnic-specific schools. 相似文献