- Title
- Speaking back to educational policy: why social inclusion will not work for disadvantaged Australian schools
- Creator
- Smyth, John
- Date
- 2010
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/54237
- Identifier
- vital:4033
- Identifier
-
https://doi.org/10.1080/17508481003742320
- Identifier
- ISSN:1750-8487
- Abstract
- The Labor government in Australia has recently embarked on an extremely ambitious program of social inclusion for the most marginalized groups in society. Drawing upon the approach of "policy scholarship" this paper examines some federal government "policy texts" to describe what has occurred and asks questions about what is meant by the social inclusion policy orientation in the context of educational disadvantage. It challenges the efficacy of uncritically following the experience of New Labour in England as the basis for an Australian social inclusion agenda. The paper concludes with the need to include the voices of "policy users", who are supposed to be the beneficiaries, in the construction of more reflexive alternatives
- Relation
- Critical Studies in Education Vol. 51, no. 2 (2010), p. 113-128; http://purl.org/au-research/grants/arc/DP0665569
- Rights
- Copyright Taylor and Francis
- Rights
- This metadata is freely available under a CCO license
- Subject
- 1301 Education Systems; 1608 Sociology; Foreign countries; Critical policy analysis; Educational disadvantage; Social inclusion
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