ERIC Number: EJ719043
Record Type: Journal
Publication Date: 2005-May
Reference Count: 50
Modernizing the Australian Education Workplace: A Case of Failure to Deliver for Teachers of Young Disadvantaged Adolescents
Educational Review, v57 n2 p221-233 May 2005
This article has at its centre the project, discourses and practices of modernization and what these mean practically and existentially for schools. The author argues that schools are, at their core, relational organizations, therefore they are primarily concerned with creating the set of relational resources and conditions that enable learning to take place, among students as well as teachers. When this does not happen, for whatever reasons, schools are very dysfunctional, deeply disturbed and unhappy places. An instance is described of an Australian government school that courageously, and in a politically prudent way, created the space within which to construct a viable relationally-affirming alternative. It is a story about how a school found ways of working against the damaging and prevailing managerialist ethos, and devised ways of uniquely re-inventing and reforming itself against/in spite of the external dominant official reform agenda.
Descriptors: Educational Change, Disadvantaged Youth, Adolescents, Social Change, Educational Policy, Student Experience, Student Participation, Teacher Student Relationship, Foreign Countries, Student Evaluation
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Middle Schools
Authoring Institution: N/A
Identifiers - Location: Australia