ERIC Number: EJ834414
Record Type: Journal
Publication Date: 2005-Oct
Abstractor: As Provided
Reference Count: 35
The End of Modernist Approaches to School Funding Policy in Australia: A New Rationale for Funding with Inclusive Implications for All Australian Schools?
International Journal of Inclusive Education, v9 n4 p431-448 Oct 2005
The Australian Senate Employment, Workplace Relations and Education References Committee has been asked to examine the principles of Commonwealth Funding for schools, with particular emphasis on how these principles apply in meeting the current future needs of government and non-government schools and whether they ensure efficiency in the allocation of school funding. The Committee will also investigate accountability arrangements including and through the Ministerial Council on Education, Employment, Training and Youth Affairs. This paper provides a critical discourse analysis of recent developments, tracking two themes: the construction of "efficiency and effectiveness" in the allocation of school funding in Australia, and the impact of such a construction on a discourse of inclusive education for all schools in Australia. Through this analysis, it is argued that the current enquiry creates an opportunity for a substantial shift in focus--from funding government and non-government schools "in relation" to government schools, to both government and non-government schools--within a framework of presumptive equality and inclusion. It is also argued that extant policy, removing the substantial Catholic sector from its hitherto hybridized and separate funding position and bringing government and non-government schools into sector-specific funding competition with each other, realigns and rearticulates federal involvement in school funding policy areas that have been the traditional preserve of state governments and territories. In the process, responsibility for instilling and supporting inclusive educational practices is currently solely that of the states and territories where, in many cases, funding as well as inclusive education policies and programmes have been determined at local levels. The endorsement by the federal government of new principles in funding, as proposed here, linked with renewed requirements in relation to school access and participation, creates a space that potentially enables new strategies for inclusive education to be conjoined with funding allocation policy in Australian schools, to the economic and social benefits of all schools as well as the polity.
Descriptors: Inclusive Schools, Discourse Analysis, Educational Practices, Foreign Countries, Federal Government, Educational Finance, Efficiency, Resource Allocation, Catholic Schools, Public Schools, Private Schools, Competition
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Australia