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Controversies in Education

Orthodoxy and Heresy in Policy and Practice

  • Book
  • © 2015

Overview

Editors:
  1. Helen Proctor

    1. Fac. Education & Social Work, University of Sydney, Sydney, Australia

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  2. Patrick Brownlee

    1. Fac. Education & Social Work, University of Sydney, Sydney, Australia

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    You can also search for this editor in PubMed   Google Scholar

  3. Peter Freebody

    1. University of Sydney Fac. Education & Social Work, Sydney, Australia

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    You can also search for this editor in PubMed   Google Scholar

  • Expert collection of paired chapters addressing key contemporary debates in educational policy and practice
  • Offers a double perspective on each topic, from supplementing to countering and most points in between
  • Challenges prevailing orthodoxies in policy, curriculum, pedagogy and research

Part of the book series: Policy Implications of Research in Education (PIRE, volume 3)

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Table of contents (18 chapters)

  1. Front Matter

    Pages i-vi
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  2. Introduction: Heresy and Orthodoxy in Contemporary Schooling: Australian Educational Policy and Global Neoliberal Reform

    • Helen Proctor, Peter Freebody, Patrick Brownlee
    Pages 1-12

  3. Schools Not Fit for Purpose: New Approaches for the Times

    • Johanna Wyn
    Pages 13-26

  4. Schools and Communities Fit for Purpose

    • Dorothy Bottrell
    Pages 27-38

  5. Testing Times: Data and Their (Mis-)Use in Schools

    • Peter Reimann
    Pages 39-53

  6. Are These Testing Times, or Is It a Time to Test? Considering the Place of Tests in Students’ Academic Development

    • Andrew J. Martin
    Pages 55-62

  7. Evidence-Based Policy: Epistemologically Specious, Ideologically Unsound

    • Anthony Welch
    Pages 63-79

  8. Neglecting the Evidence: Are We Expecting Too Much from Quality Teaching?

    • Margaret Vickers
    Pages 81-89

  9. Public Diversity; Private Disadvantage: Schooling and Ethnicity

    • Carol Reid
    Pages 91-104

  10. Building New Social Movements: The Politics of Responsibility and Accountability in School-Community Relationships

    • Kelly Freebody
    Pages 105-112

  11. Does the New Doxa of Integrationism Make Multicultural Education a Contemporary Heresy?

    • Georgina Tsolidis
    Pages 113-127

  12. Multicultural Education: Contemporary Heresy or Simply Another Doxa

    • Megan Watkins
    Pages 129-137

  13. Why Global Policies Fail Disengaged Young People at the Local Level

    • Susan Groundwater-Smith, Nicole Mockler
    Pages 139-148

  14. Education Policy ‘At Risk’

    • Kitty te Riele
    Pages 149-156

  15. ‘Money Made Us’: A Short History of Government Funds for Australian Schools

    • Geoffrey Sherington, John P. Hughes
    Pages 157-173

  16. Beyond Modernity? A Sociological Engagement with ‘A Short History of Government Funding for Australian Schools’

    • Martin Forsey
    Pages 175-180

  17. Markets All Around: Defending Education in a Neoliberal Time

    • Raewyn Connell
    Pages 181-197

  18. Markets Made Out of Love: Parents, Schools and Communities Before Neoliberalism

    • Helen Proctor
    Pages 199-205

  19. Who Are the Heretics?

    • Patrick Brownlee, Peter Freebody
    Pages 207-216

  20. Back Matter

    Pages 217-220
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Keywords

About this book

This book is the outcome of a colloquium series organized by The University of Sydney in which leading and emerging researchers were invited to name what they took to be the deep flaws at the heart of contemporary educational and policy and practice in Australia and globally — to voice their potentially ‘heretical’ views on what most urgently needs to be done. The chapters in this collection are paired to offer two takes on each topic, from supplementing to critiquing to countering and most points in between.

The issues addressed in this volume include: the place of education in national and international marketplaces, mass testing and standardisation, the future of ‘multiculturalism’ in schools, the public funding of private schools, the complicated relationship between evidence and policy and the shifting politics of inequality. This book is based on the idea that recognising deep disagreements on big issues is a necessary accompaniment to imagining and developing productive ways forward.

Editors and Affiliations

  • Fac. Education & Social Work, University of Sydney, Sydney, Australia

    Helen Proctor, Patrick Brownlee

  • University of Sydney Fac. Education & Social Work, Sydney, Australia

    Peter Freebody

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