Teachers’ Perceptions of the Commercial Provision of Schooling in South-East Queensland Schools.

Schooling in Australia, and much of the world, is now underpinned by an economic rationalist ideology that has challenged the way that schooling is conceived by governments. As a result, education policy has shifted from reforms that view education as a public good toward an economic good—the theoretical ideal that an educated youth will secure an economically strong future for the country (Lingard, 1991). This tends to position schooling in a cost/benefit relationship, where decisions are based on the potential for economic reward. Globally, this has resulted in a shift towards the marketization of schooling and related to is the rise of commercialisation in education, in which private providers sell education products and services to schools. 

 

This project aims to examine the commercial provision of schooling in Queensland State schools through the experiences and perceptions of teachers, thus seeking to contribute knowledge to the field about how teachers are interacting with, experiencing and understanding the role of commercial products and services within their working contexts, particularly in terms of the perceived benefits and consequences of commercialism for teacher professionalization. As a comparatively new practice, commercialisation represents an emerging field of research that has yet to fully comprehend the ways in which these practices are changing the ethos of public schooling. In particular, this project will consider the emergent ‘national’ system of schooling in Australia and how this has potentially incentivised interactions with commercial providers in Queensland state schools. 

 

Data will be collected from teachers about their experiences working with commercial providers. The research will be undertaken using critical policy analysis as a theoretical framework, considering policy as text and discourse (Ball, 1994; Ball, 2015). A case study approach will be utilised, and teachers’ experiences will be grouped into three main cases, currently identified as: (1) involvement of technology companies in teaching and learning contexts, (2) the use of commercially developed software to conduct learning, and (3) the engagement of educational consultants to deliver school improvement and staff professional development.

 

Date: Friday, 5th October 2018

Time: 2:00pm to 4:00pm

Location: Room s328, Building 24

 

PANEL: Dr Ian Hardy, Dr Vicente Reyes

Principal Advisor: Prof Bob Lingard

Associate Advisor: Dr Anna Hogan

About HDR Confirmation Seminars

The Confirmation Seminar is the first public presentation in the UQ milestone process.

Staff and students are urged to attend to support your colleagues at this first outing of their project.

 

 

Venue

Building 24
Room: 
s328