Equity and marketisation: emerging policies and practices in Australian education |
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| Authors: | Glenn C Savage Sam Sellar Radhika Gorur |
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| Institution: | 1. Melbourne Graduate School of Education, The University of Melbourne, Carlton, VIC, Australiagcsavage@unimelb.edu.au;3. School of Education, The University of Queensland, St Lucia, QLD, Australia;4. Victoria Institute for Education, Diversity and Lifelong Learning, Victoria University, Melbourne, VIC, Australia |
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| Abstract: | The conjunction of equity and market logics in contemporary education has created new and different conditions of possibility for equity, both as conceived in policy discourses and as a related set of educational practices. In this editorial introduction, we examine how equity is being drawn into new policy assemblages and how, in the context of marketisation, equity is evolving and being enacted in new ways across education sectors. Different conceptions of equity are considered, including the increasingly influential human capital perspective promoted by the Organisation for Economic Cooperation and Development (OECD). We argue that, separate from critiques of neoliberalism and its deleterious effects on equity in education, it is necessary to analyse carefully the increasing rationalisation of equity agendas in economic terms, the associated effects on education governance and policy-making, as well as on the work of educational institutions and educators. Providing an overview of the contributions to this Special Issue, we direct particular attention to the multiple, complex and often contradictory effects of the current education reform agenda in Australia, which has prioritised equity objectives and intensified performance measurement, comparison and accountability as means to drive educational improvement and reduce disadvantage. |
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| Keywords: | equity markets policy human capital governance OECD |
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