Forsey / Martin Challenging the System?

A Dramatic Tale of Neoliberal Reform in an Australian High School
1. Auflage 2006
ISBN: 978-1-60752-581-3
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 209 Seiten

Reihe: Education Policy in Practice: Critical Cultural Studies

The book is written with great clarity, and a strong awareness of the importance of the school's social milieu. Forsey cuts through the mealy mouthed official rhetoric of "education for all" and shows the massive, continuing influence of social class inequalities in Australian society. Class interests shape not only this school but the whole education system around it, public and private. Ravina High is seen as a "good school" largely because of its comfortable middleclass catchment.

Autoren/Hrsg.

Forsey, Martin

Forsey,

Martin,

Inhaltsverzeichnis

1;Cover;1
2;Contents;7
3;Foreword;9
4;Acknowledgements;13
5;Chapter 1 Devolution in Practice;15
5.1;Discovering Devolution;17
5.2;Situating the Study Theoretically;22
5.3;Social Re-production, Structure, and Agency;24
5.4;The Structured Agency of Teachers;27
6;Chapter 2 Neoliberalism and Schools: Global Ideals, Local Realities;29
6.1;January 27, 1998—The Ravina High Staffroom;30
6.2;Grace and Neoliberalism;31
6.3;Working in a Highly Centralized System;33
6.4;Reforming Schools;41
6.5;“Better Schools” in Western Australia;44
6.6;Rhetoric and Practice;47
7;Chapter 3 A Good Ship to Sail;49
7.1;Searching for Good Schools;49
7.2;January 27, 1998: Rallying the Teachers;50
7.3;Structuring, Structured Structures;53
7.4;The School Council;54
7.5;Parents and Citizens;56
7.6;The School Executive;58
7.7;The Staff;63
7.8;The Staff Association;63
7.9;The Union;65
7.10;Not a Team School;66
7.11;Permanency and Its Contents;68
7.12;Permanency and Its Discontents;70
7.13;A Good Ship to Sail?;73
8;Chapter 4 Maintaining the Good Ship;75
8.1;A Classless Society?;75
8.2;The Good School as a Middle-Class School;77
8.3;The Social Geography of the Ravina High Catchment;79
8.4;When the Good School Turned Rough: An Oral History;83
8.5;Middle-Class Illusions;85
8.6;Social Class—Structured Agency;89
8.7;A “Middle-of-the-Road” School;91
8.8;Social Class and Cultural Schema;96
8.9;Reform and the Comfortable School;98
9;Chapter 5 Disturbing the Millpond;101
9.1;An Innovative Principal;101
9.2;From Good School to Academic School;104
9.3;From Government Institution to Private Enterprise;107
9.4;A School By Any Other Name: Grace and the EDWA;110
9.5;Beyond the Breach;115
9.6;Privatizing the School: Grace and Parent Representatives;117
9.7;Restructuring the Workplace: Grace and the Staff;122
9.8;Official Complaints: Grace and the Union;127
9.9;A Widening Rift;132
9.10;The Foundering Ship;134
10;Chapter 6 Conduct Unbecalming;137
10.1;Wednesday, January 27, 1999;137
10.2;Redress, Power, and the Construction of Knowledge in the Public Sphere;139
10.3;Re-producing Public Knowledge;143
10.4;Surrendering Power;149
10.5;Continuing the Suspension;153
10.6;The Demotion of Grace;155
10.7;Reintegration;162
11;Chapter 7 Challenging the System?;165
11.1;Neoliberal Reform—Rhetoric versus Practice;168
11.2;Re-producing the “System”: Neoliberalism in Practice;172
11.3;Bureaucrats, Administrators, Teachers, and Parents as Neoliberal Subjects;173
12;Chapter 8 What Shall We Do?;181
12.1;The Democratic Promise of Devolution;181
13;References;187
14;Index;197