DOCUMENT RESUME ED 371 484 EA 025 931 AUTHOR Lingard, Bob, Ed.; And Others TITLE Schooling Reform in Hard Times. Deakin Studies in Education Series, 9. REPORT NO ISBN-0-75070-120-X PUB DATE 93 NOTE 324p. AVAILABLEFROM Falmer Press, Taylor and Francis Inc., 1900 Frost Road, Suite 101, Bristol, PA 19007-1598 (paperback: ISBN-0-75070-120-X; hardcover: ISBN-0-75070-119-6). PUB TYPE Reports Research/Technical (143) -- Guides Non- Classroom Use (055) Books (010) EDRS PRICE MFO1 /PC13 Plus Postage. DESCRIPTORS *Conservatism; Decentralization; *Economic Factors; *Educational Change; *Educational Equity (Finance); *Educational Policy; Elementary Secondary Education; Financial Problems; Foreign Countries; *Government Role; Human Capital; Political Influences; Privatization; School Based Management; School Business Relationship; School Restructuring IDENTIFIERS *Australia; Corporate Managerialism; Labor Party (Australia); New Zealand; Social Justice; United Kingdom; United States ABSTRACT This book examines 1980s educational reforms and their consequences for the 1990s, focusing on the Australian Labor Party government's policy response to conditions of economic scarcity. The first section addresses the broader economic, social, political, and ideological context of educational reform under Australian Labor governments, compared to Labor government developments in New Zealand (until 1990) and conservative government developments in the United States and Great Britain. The second section examines reconstructed notions of equality in the Labor Party, particularly the shift in emphasis from equal opportunity to equity and social justice. The third section reviews Labor's administrative and educational reforms through case studies of the Victorian, Western Australian, and New Zealand situations and discusses the federal Labor government's emerging national curriculum framework. Economic reductionism has become a dominating master narrative within state policy making in Australia. In opposition, these essays assert the valued tension between a center guaranteeing, in socially democratic ways, the essentials of life for all citizens, while celebrating life's richness, freedom, and diversity. Included are numerous references, notes on contributors, and an index. (MLH) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** El LI DITED BY Bob Lingard John Knight and Paige Porter U S DEPARTMENT OF EDUCATION Once of EduCational Research and Improvement "PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY siCENTER (ERIC) This document nas been reproduced as received from the person Or ornaabon .,__,S7r4,44224341ti Originating it P minor changes nave been made to trnprove 'eOrOduCtrOn (Want,' POnt$ Of view Dr Opinions staled in this dOCar ment do not necessarily represent official TO THE EDUCATIONAL RESOURCES OERI position of policy INFORMATION CENTER (ERIC)." . , r Schooling Reform in Hard Times 3 post-modern sentence Betweenthecatalyst and the action the bag ladysleepsin the parkthesignsays EXIT underthebig screen the feral children prowl in neon canyons lack of sound is not the real silencewhen i eat nobodywatchesbut always shake the can a fewtimesfirstfor deeper satisfaction try UTOPIA ileft the cityforabetterlife when PHILLIPSlights up the night the woman in VOGUE magazine looks down to comb her hairinthebellyof the whaleallcatsare the same if you hold thefutureinyour handsandseeprofit it'sredrosesallthe way my door is always open some day there'll be enough BMWs to go roundandit'llall grow back in a hundred years won'tit? john knight 4 Schooling Reform in Hard Times Edited by Bob Lingard John Knight and Paige Porter 24004sThe Falmer Press (A member of the Taylor & Francis Group) LondonWashington, D.C. 5 USA The Falmer Press, Taylor & Francis Inc., 1900 Frost Road, Suite 101, Bristol, PA 19007 UK The Falmer Press, 4 John St, London WC1N 2ET © Selection and editorial material copyright B. Lingard, J. Knight & P. Porter 1993 All rights reserved. No part of this publication may be reproduced, stored in c, retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without permission in writing from the Publisher. First published 1993 A catalogue record of this publication is available from the British Library ISBN 0 75070 119 6 cased ISBN 0 75070 120 X paperback Library of Congress Cataloging-in-Publication Data are available on request Jacket design by Caroline Archer Typeset in 9.5/11 pt Bembo by Graphicraft Typesetters Ltd., Hong Kong Printed in Great Britain by Burgess Science Press, Basingstoke on paper which has a specified pH value on final paper manufacture of not less than 7.5 and is therefore 'acid free'. 6 Contents Dedication xii Preface vii PART I: INTRODUCTION 1 Chapter 1 Restructuring Schooling towards the 1990s 2 John Knight, Bob Lingard, Paige Porter PART II: RESTRUCTURING AUSTRALIAN EDUCATION: COMPARATIVE PERSPECTIVES 23 Chapter 2 Corporate Federalism: The Emerging Approach to Policy .making for Australian Schools 24 Bob Lingard Chapter 3 Education, The Economy and Citizenship in Australia: Critical Perspectives and Social Choices 36 Paige Porter Chapter 4 Thinking 'Right' in the USA: Ideological Transformations in an Age of Conservatism 49 Michael W. Apple Chapter 5 Two Hemispheres Both New Right?: 1980s Education Reform in New Zealand and England and Wales 63 Roger Dale and Jenny Ozga PART III: RESTRUCTURING EDUCATIONAL DISCOURSE: EQUALITY AND SOCIAL JUSTICE 89 Chapter 6 Education and Social Justice in the Postmodern Age 90 Lindsay Fitzclarence and Jane Kenway Chapter 7 Inequality and Educational Reform: Lessons from the Disadvantaged Schools Project 106 Ken Johnston v Contents Chapter 8 Multiculturalism, Social Justice and the Restructuring of the Australian State 120 Fazal Rizvi Chapter 9 Policy and the Politics of Representation: Torres Strait Islanders and Aborigines at the Margins 139 Allan Luke, Martin Nakata, M. Garbutcheon Singh, Richard Smith Chapter 10Gender Equity and Economic Rationalism: An Uneasy Alliance 153 Miriam Henry and Sandra Taylor Chapter 11Corporate Restructuring of the Australian Disability Field 176 Cheryl Carpenter PART IV: RESTRUCTURING POLICY AND ADMINISTRATION: FOUR CASE STUDIES 193 Chapter 12The Development of Representative Committees in Victorian Schools: New Structures in the Democratization of Educational Admi: istration? 194 Peter Watkins and Jill Blackmore Chapter 13The Efficient Corporate State: Labor Restructuring for Better Schools in Western Australia 222 Paige Porter, John Knight, Bob Lingard Chapter 14Picot Vision and Reality in New Zealand Schools: An Insider's View 261 Peter D.K. Ramsay Chapter 15'Nothing But Facts, Sir': Curriculum Reform as a Function of Corporate Federalism 284 Leo Bartlett Notes on Contributors 303 Index 307 vi 8 Preface This book is an exercise in policy sociology as applied to schooling policy formu- lation in Australia, with some comparative references to New Zealand, the United States and England and Wales. Policy sociology applies sociological analysis to the policy formulation and implementation processes and the relationship between these two processes. As such, and amongst other things, it considers the social, political and economic conditions in which policy is formulated, understood and enacted. While rejecting any simplistic formulation/implementation dichotomy, the research reported here concentrates upon the formulation of policy statements at the level of the state. Thus it is not concerned as such with curriculum devel- opment and teacher practices at the school and classroom levels. Rather, the approach is to examine the processes of policy formulation, as they are affected by broader conditions (e.g., economic and ideological) within which the state works and by debates and practices at school and classroom levels. It should be noted, however, that the structures of the state (e.g., federal, bureaucratic) mediate both sets of influences, that is, they have an impact on the content and nature of policy statements. Clearly there are different manifestations of a policy at different sites within the educational structure, but it is important to recognise that they are related in ways that are not arbitrary. We accept that there is an almost inevitable danger in the practice of policy sociology in that policy today changes so quickly. This is certainly true of devel- opments at the national level in Australia under the Labor governments of Hawke (1983-1991) and Keating (1991present). It is also true of developments at the State (e.g., Western Australia, Victoria) level. It is thus pertinent in that context to speak of fast policy making, perhaps as an analogue to what some have described as the fast capitalism of the present that section of the contemporary economy which is high tech, global and post-Fordist in nature. For the policy sociologist, with respect to the fine detail of policy, it is almost the case that what one writes today is out of date tomorrow. However, just as with the study of history, the value of pursuing policy analysis in a time of fast policy making, lies in the potential understandings it provides of the policy culture and structures of policy making and the discourses and frames of reference of contemporary policy makers. Such understandings