Competing Locals in an Autonomous Schooling System: The Fracturing of the 'Social' in Social Justice
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| Title: | Competing Locals in an Autonomous Schooling System: The Fracturing of the 'Social' in Social Justice |
|---|---|
| Language: | English |
| Authors: | Holloway, Jessica (ORCID |
| Source: | Educational Management Administration & Leadership. Sep 2020 48(5):786-801. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | School Districts, Social Justice, Administrative Organization, Public Education, Institutional Autonomy, Principals, Administrator Attitudes, Foreign Countries, Social Integration, Public Schools, Entrepreneurship, Elementary Secondary Education, Comparative Analysis |
| Geographic Terms: | Australia |
| DOI: | 10.1177/1741143219836681 |
| ISSN: | 1741-1432 |
| Abstract: | This paper troubles notions of 'social justice' as being compromised and fractured by the autonomous school agenda. Drawing on interviews with 13 autonomous school principals in Australia, it demonstrates how the devolution of schooling simultaneously rips the seams of the 'social' fabric that makes "collective" justice possible. The stories of these principals signal a fracturing of the social cohesion that is necessary for creating a just and equal society. We aim to distinguish between "individual" efforts to create socially just conditions at the "local" level versus "collective" projects to create socially just conditions at the "system" level. We argue that, on the one hand, school autonomy affords individual principals opportunities to exercise what might be considered socially just discretion; on the other hand, this sometimes occurs at the expense of fracturing the cohesion of the greater public education system. In doing so, we challenge the extent to which social justice can be realised within a decentralised schooling system. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1264897 |
| Database: | ERIC |
| Abstract: | This paper troubles notions of 'social justice' as being compromised and fractured by the autonomous school agenda. Drawing on interviews with 13 autonomous school principals in Australia, it demonstrates how the devolution of schooling simultaneously rips the seams of the 'social' fabric that makes "collective" justice possible. The stories of these principals signal a fracturing of the social cohesion that is necessary for creating a just and equal society. We aim to distinguish between "individual" efforts to create socially just conditions at the "local" level versus "collective" projects to create socially just conditions at the "system" level. We argue that, on the one hand, school autonomy affords individual principals opportunities to exercise what might be considered socially just discretion; on the other hand, this sometimes occurs at the expense of fracturing the cohesion of the greater public education system. In doing so, we challenge the extent to which social justice can be realised within a decentralised schooling system. |
|---|---|
| ISSN: | 1741-1432 |
| DOI: | 10.1177/1741143219836681 |
