ERIC Number: EJ1354942
Record Type: Journal
Publication Date: 2022
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0620
EISSN: EISSN-1478-7431
Available Date: N/A
Relational Pedagogy and the Policy Failure of Contemporary Australian Schooling: Activist Teaching and Pedagogically Driven Reform
Hickey, Andrew; Riddle, Stewart; Robinson, Janean; Down, Barry; Hattam, Robert; Wrench, Alison
Journal of Educational Administration and History, v54 n3 p291-305 2022
This paper considers the implications of the current landscape of education policy reform in Australian schooling. We argue that the decontextualisation of education policy enactments and the eschewing of concerns relevant at the local level of the school over the past two decades have prompted various reform agendas to fail. We contend that recognition of the deep contextualisation of schools is paramount in any attempt at renewal. Therefore, it is at the local school-level that reform agendas can and should be directed by the pedagogical and innovative work of educators. We focus on 'relational pedagogy' because it offers opportunities to enact school-wide reform and enhance the professional capacities of educators as pedagogical innovators. Contemporary education reform agendas are best situated and registered within school sites and relational pedagogy stands as a deeply contextualised provocation for enacting school renewal.
Descriptors: Educational Change, Teaching Methods, Activism, Educational Policy, Policy Analysis, Elementary Secondary Education, Foreign Countries, Instructional Innovation, Professional Autonomy, School Location, Knowledge Base for Teaching, Administrative Organization
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A
Author Affiliations: N/A