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School Autonomy, School Accountability and Social Justice: Stories from Two Australian School Principals

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Title: School Autonomy, School Accountability and Social Justice: Stories from Two Australian School Principals
Language: English
Authors: Keddie, Amanda (ORCID 0000-0001-6111-0615), Holloway, Jessica (ORCID 0000-0001-9267-3197)
Source: School Leadership & Management. 2020 40(4):288-302.
Availability: 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
Peer Reviewed: Y
Page Count: 15
Publication Date: 2020
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Institutional Autonomy, School Administration, Centralization, Accountability, Social Justice, Principals, Administrator Attitudes, Public Schools, Elementary Secondary Education, Educational Change, Decision Making, Foreign Countries
Geographic Terms: Australia
DOI: 10.1080/13632434.2019.1643309
ISSN: 1363-2434
Abstract: This paper explores issues of social justice in relation to the practice of two principals from two Australian public schools. The stories of these principals are set against a policy backdrop in Australia that has seen renewed emphasis on school autonomy reform, on the one hand, and heightened external accountability and compliance, on the other. Drawing on interview data from a small-scale study, we highlight some of the tensions for redistributive justice arising within this context. We examine the ways in which the principals' efforts for redistributive justice at the local school level compromise redistributive justice more broadly. We highlight the ongoing significance of examining how principals are framing their decision-making in relation to social justice. Within the freedoms of the present climate, the paper draws attention to the enduring imperative of centralised equity-focused accountabilities.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1268969
Database: ERIC
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  Data: School Autonomy, School Accountability and Social Justice: Stories from Two Australian School Principals
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  Data: <searchLink fieldCode="AR" term="%22Keddie%2C+Amanda%22">Keddie, Amanda</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6111-0615">0000-0001-6111-0615</externalLink>)<br /><searchLink fieldCode="AR" term="%22Holloway%2C+Jessica%22">Holloway, Jessica</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9267-3197">0000-0001-9267-3197</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22School+Leadership+%26+Management%22"><i>School Leadership & Management</i></searchLink>. 2020 40(4):288-302.
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  Data: 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
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  Data: Y
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  Data: 15
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  Data: 2020
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Institutional+Autonomy%22">Institutional Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Centralization%22">Centralization</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/13632434.2019.1643309
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  Data: 1363-2434
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  Data: This paper explores issues of social justice in relation to the practice of two principals from two Australian public schools. The stories of these principals are set against a policy backdrop in Australia that has seen renewed emphasis on school autonomy reform, on the one hand, and heightened external accountability and compliance, on the other. Drawing on interview data from a small-scale study, we highlight some of the tensions for redistributive justice arising within this context. We examine the ways in which the principals' efforts for redistributive justice at the local school level compromise redistributive justice more broadly. We highlight the ongoing significance of examining how principals are framing their decision-making in relation to social justice. Within the freedoms of the present climate, the paper draws attention to the enduring imperative of centralised equity-focused accountabilities.
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        Value: 10.1080/13632434.2019.1643309
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      – Text: English
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      – SubjectFull: School Administration
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      – SubjectFull: Principals
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      – SubjectFull: Public Schools
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Educational Change
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      – SubjectFull: Decision Making
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Australia
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