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Article
Publication date: 22 March 2011

Megan Kimber and Lisa Catherine Ehrich

The paper seeks to apply the theory of the democratic deficit to school‐based management with an emphasis on Australia. This theory was developed to examine managerial…

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Abstract

Purpose

The paper seeks to apply the theory of the democratic deficit to school‐based management with an emphasis on Australia. This theory was developed to examine managerial restructuring of the Australian Public Service in the 1990s. Given similarities between the use of managerial practices in the public service and government schools, the authors draw on recent literature about school‐based management in Australia and apply the democratic deficit theory to it.

Design/methodology/approach

This paper is conceptual in focus. The authors analyse literature in terms of the three components of the democratic deficit – i.e. the weakening of accountability, the denial of the roles and values of public employees, and the emergence of a “hollow state” – and in relation to the application of this theory to the Australian Public Service.

Findings

A trend towards the three components of the democratic deficit is evident in Australia although, to date, its emergence has not been as extensive as in the UK. The authors argue that the democratic principles on which public schooling in Australia was founded are being eroded by managerial and market practices.

Practical implications

These findings provide policy makers and practitioners with another way of examining managerial and market understandings of school‐based management and its impact on teachers and on students. It offers suggestions to reorient practices away from those that are exclusively managerial‐based towards those that are public‐sector based.

Originality/value

The value of this paper is that it applies the theory of the democratic deficit to current understandings of school‐based management.

Details

Journal of Educational Administration, vol. 49 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

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Book part
Publication date: 15 November 2017

Suzanne Carrington and Megan Kimber

In this chapter, we consider the impact of an international service-learning experience on six final year pre-service teachers’ preparedness to be inclusive teachers in terms of…

Abstract

In this chapter, we consider the impact of an international service-learning experience on six final year pre-service teachers’ preparedness to be inclusive teachers in terms of Kiely’s (2004) “transforming forms” (p. 9). These forms are “political,” “intellectual,” “moral,” “cultural,” “personal,” and “spiritual.” The analysis of the six participants’ reflection logs completed on return to university, and interviews undertaken 12 months after the experience, revealed four categories (personal growth, relationships with others, wider societal views, and impact on teaching) that encompass movement toward these transforming forms. We begin the chapter by considering service-learning frameworks and theories, drawing out our understanding of Kiely’s (2004) “transforming forms” (pp. 9–11). Following this discussion, we provide an overview of our program and the six participants. We then analyze the data from participants’ reflection logs and interviews. From our analysis, we suggest that all six participants showed some movement toward one or more of the “transforming forms.” Finally, we draw conclusions about the usefulness of Kiely’s framework for planning and reflecting on an international service-learning experience to prepare pre-service teachers to be inclusive teachers. We conclude that keeping in mind Kiely’s “transforming forms” when planning, reflecting on, and evaluating an international service-learning experience can better prepare students to be inclusive teachers.

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Article
Publication date: 1 March 2006

Neil Cranston, Lisa C. Ehrich and Megan Kimber

The purpose of this paper is to report on research into the ethical dilemmas faced by school heads from seven independent schools in Australia.

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Abstract

Purpose

The purpose of this paper is to report on research into the ethical dilemmas faced by school heads from seven independent schools in Australia.

Design/methodology/approach

Data for the research were gathered by semi‐structured in‐depth interviews with the Heads, all of whom were experienced school leaders. All the schools had religious affiliations.

Findings

The findings are broadly consistent with the conclusions reached in other Australian and international studies dealing with school leaders which suggest that ethical dilemmas, usually concerning issues to do with staff or students, are so common now that they have become the “bread and butter” of educational leaders' lives. The findings contribute to a better understanding of the struggles school leaders experience when faced with such dilemmas and the forces at play as they seek to resolve them Typically, the dilemmas are not about “right” versus “wrong”, but “right” versus “right” options.

Research limitations/implications

It is clear that the ethical dimensions of the work of school leaders require further investigation as ethical dilemmas are almost a daily occurrence for them as they strive to make complex decisions in the best interests of their school communities.

Practical implications

Professional development in the areas of ethics and ethical decision‐making for school leaders is indicated. Problem‐based learning offers potential in this regard.

Originality/value

The research reported in the paper adds to, and builds on, the growing body of research into ethics in education, particularly how ethical issues emerge when school leaders are required to make complex decisions in contexts where individual, group and organisational interests may be in conflict.

Details

Journal of Educational Administration, vol. 44 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

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Article
Publication date: 23 March 2010

Neil Cranston, Megan Kimber, Bill Mulford, Alan Reid and Jack Keating

The paper aims to argue that there has been a privileging of the private (social mobility) and economic (social efficiency) purposes of schooling at the expense of the public…

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Abstract

Purpose

The paper aims to argue that there has been a privileging of the private (social mobility) and economic (social efficiency) purposes of schooling at the expense of the public (democratic equality) purposes of schooling.

Design/methodology/approach

The paper employs a literature review, policy and document analysis.

Findings

Since the late 1980s, the schooling agenda in Australia has been narrowed to one that gives primacy to purposes of schooling that highlight economic orientations (social efficiency) and private purposes (social mobility).

Practical implications

The findings have wider relevance beyond Australia, as similar policy agendas are evident in many other countries raising the question as to how the shift in purposes of education in those countries might mirror those in Australia.

Originality/value

While earlier writers have examined schooling policies in Australia and noted the implications of managerialism in relation to these policies, no study has analysed these policies from the perspective of the purposes of schooling. Conceptualising schooling, and its purposes in particular, in this way refocuses attention on how societies use their educational systems to promote (or otherwise) the public good.

Details

Journal of Educational Administration, vol. 48 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

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Article
Publication date: 1 February 2003

Megan Kimber and Graham Maddox

Managerial restructuring of the Australian public service during the period of the Keating Government was designed to provide greater responsiveness on the part of public servants…

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Abstract

Managerial restructuring of the Australian public service during the period of the Keating Government was designed to provide greater responsiveness on the part of public servants to ministers. Increased use of ministerial advisers and the formalisation of contract employment for departmental secretaries pointed to a possible erosion of responsible government norms, but this process was moderated by tension between the private sector practices being introduced and an adherence to the traditions of responsible government. We suggest that a pragmatic approach to public sector reform partly accounted for this unease and we speculate that the more ideological commitment to managerialism displayed by the Howard Government might indicate that responsible government within the Commonwealth Public Service is in further danger of erosion.

Details

International Journal of Public Sector Management, vol. 16 no. 1
Type: Research Article
ISSN: 0951-3558

Keywords

Available. Content available
Book part
Publication date: 15 November 2017

Abstract

Details

Service-Learning
Type: Book
ISBN: 978-1-78714-185-8

Available. Content available
Article
Publication date: 1 January 2006

463

Abstract

Details

Journal of Educational Administration, vol. 44 no. 1
Type: Research Article
ISSN: 0957-8234

Available. Content available
Article
Publication date: 15 May 2007

A. Ross Thomas

242

Abstract

Details

Journal of Educational Administration, vol. 45 no. 3
Type: Research Article
ISSN: 0957-8234

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