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1 – 10 of 24The purpose of this study is to examine whether Australian Islamic schools, by dint of their unique status within Australian private schooling, may be construed as elitist or…
Abstract
Purpose
The purpose of this study is to examine whether Australian Islamic schools, by dint of their unique status within Australian private schooling, may be construed as elitist or exclusivist premised on markers such as religious affiliation, school age, history, location, reputation and non-curricular excellences such as affluence and alumni. This issue has not been examined empirically hitherto. This study addresses this absence, as these markers, when used selectively, may make student entry restrictive by virtue of enrolment criteria that is either hyper selective or exclusivist that is often administered through costly tuition fees.
Design/methodology/approach
Quantitative analysis is used to examine four distinct elitist markers associated with Islamic schools, as they appeal to a market prescribed by faith, preference and demand. Data is sourced from selected government and independent school databases including the index of community socio-educational advantage (ICSEA) database.
Findings
The findings indicate that Islamic schools do not fit any of these markers partly because these schools are positioned predominantly in middle to lower socio-economic communities and areas where the measure of educationally advantaged backgrounds is only marginally above the ICSEA threshold of 1,000. Further, their enrolment criteria are not premised on high fee-based structures nor on exclusivist selection and enrolment practices that would tag them as elitist.
Research limitations/implications
It is quite possible that parental and community perceptions of Islamic schools using qualitative measures may identify some schools as elitist. This, however, has yet to be tested empirically in further studies relying on surveys, interviews and focus group sessions.
Practical implications
Islamic schools should not market nor portray themselves as elitist or exclusivist for that may undermine the very purpose of their function as faith-based institutions.
Social implications
Perceptions of elitism levelled against some Islamic schools must be weighed against a number of distinct social markers. The examination of four markers in this study does not support such perceptions. Elitist perceptions may abound within communities and amongst parents when vying for student placements in these schools. The basis for such observations, however, is at best anecdotal or outright conjectural in the absence of empirical evidence.
Originality/value
This is the first and only study that examines the issue of elitism amongst Islamic schools in Australia and elsewhere.
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Craig Campbell and Lyndsay Connors
The purpose of this paper is to illuminate the history of national education policy through an interview with one of its significant makers and critics, Lyndsay Connors, a former…
Abstract
Purpose
The purpose of this paper is to illuminate the history of national education policy through an interview with one of its significant makers and critics, Lyndsay Connors, a former Australian Schools Commissioner.
Design/methodology/approach
The paper occurs as an interview. The text is based on a revised conversation held as an event of the Australian and New Zealand History of Education Conference held at the University of Canberra, on 26 September 2017.
Findings
Australian educational policy is peculiarly complex, and apparently “irrational”. This appears especially so in relation to the government, tax-raised, funding of government and non-government schools. A combination of the peculiarities of Australian federalism in relation to education, political expediency, popular exhaustion with the “state aid” debate, the power of entrenched interest groups and the distancing of democratic decision making from the decision-making process in relation to education all play a part.
Originality/value
The originality of this contribution to a research journal lies in its combination of autobiography with historical policy analysis.
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Susan Teather and Wendy Hillman
There has been very little empirical research for the need to identify the importance of an inclusive territory of commonality for “invisible” students with disabilities in…
Abstract
Purpose
There has been very little empirical research for the need to identify the importance of an inclusive territory of commonality for “invisible” students with disabilities in Australian education testing, such as the National Assessment Program-Literacy and Numeracy (NAPLAN). The paper aims to discuss this issue.
Design/methodology/approach
The research methodology used a cross-sectional mixed methods, deductive quantitative, an inductive qualitative, functionalist perspective and interpretivist perspective from internet secondary data analysis. This was undertaken to investigate the government functionalist macrosociology of Australian education to the detriment of the microsociology debate of students with disabilities, for inclusive education and social justice.
Findings
This finding showed vastly underestimated numbers of students with disabilities in Australian schools experienced through “gatekeeping”, non-participation in NAPLAN testing and choices of schools, resulting in poor educational outcomes and work-readiness.
Social implications
The research findings showed that functionalism of Australian education is threatening not only social order, well-being and resilience of an innovative Australian economy through welfare dependency; but also depriving people with disabilities of social equality and empowerment against poverty brought about by a lack of education and of the human right to do a decent job.
Originality/value
The study provided a critical evaluation of the weaknesses of government functionalism; specifically the relationship between the dualism of macro and micro perspectives, which promotes the existence of “invisible” students with disabilities in education, despite government legislation purporting an inclusive education for all students.
Edward Rock Davis and Rachel Wilson
This paper aims to analyse contrasting discourses on education and competitiveness from four countries to show the different national values that are a key driver in economic…
Abstract
Purpose
This paper aims to analyse contrasting discourses on education and competitiveness from four countries to show the different national values that are a key driver in economic development.
Design/methodology/approach
The paper uses content analysis to compare and contrast the newspaper discourse surrounding the OECD Program for International Student Assessment (PISA) in four countries with above OECD average performance: Japan and South Korea (improving performance) and Australia and Finland (declining performance). PISA has attracted much government and public attention because it reflects education and the economic value of that education.
Findings
There are key contrasts in the discourses of the four countries. Despite shifts to globalised perspectives on education, strong national and cultural differences remain. Educational competitiveness and economic competitiveness are strong discourses in Japan and South Korea, while in Australia and Finland, the focus is on educational competitiveness. The media in Finland has few references to economic competitiveness and it does not feature in Australia. The discourse themes on PISA from 2001 to 2015 are presented with trends in educational attainment and shifting national perspectives on education.
Research limitations/implications
Analysis is limited to the top two circulation newspapers in English language in each country over 2001 to 2015. These newspapers in Finland, Japan and South Korea include translated content from local language papers.
Originality/value
The paper provides longitudinal perspectives to understand the contrasting societal values placed on education and how these relate to perspectives on competitiveness. This media evidence on national discourses can inform education policy orientations in the four countries examined.
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Scott Eacott and Amanda Freeborn
School consolidation reforms are underway in regional New South Wales (NSW), Australia. The purpose of this paper is to establish an evidence base of research literature on school…
Abstract
Purpose
School consolidation reforms are underway in regional New South Wales (NSW), Australia. The purpose of this paper is to establish an evidence base of research literature on school consolidation in regional, rural and remote locations.
Design/methodology/approach
A scoping study of empirical literature on school consolidation, with a particular focus on regional, rural and remote education, since the year 2000 was undertaken. A corpus of 35 papers were identified and subjected to analysis based on: year of publication, country of origin, unit of analysis, data sources, timeframe and theoretical model.
Findings
There remains a limited evidence base for the success of school consolidation reforms for turning around student outcomes. In addition, a number of social implications are experienced by communities losing their local school. These issues are amplified in regional, rural and remote locations.
Practical implications
School consolidation reforms are used by governments/systems wanting to reduce costs and address issues of student disengagement and under-achievement. Despite a lengthy history internationally, there is at best mixed evidence regarding these reforms. With a consider disparity gap between urban and regional, rural and remote school outcomes, robust evidence on the success of reforms has major policy implications for government, systems, educators and communities.
Originality/value
With reforms already underway in NSW (and elsewhere), the need for a rigorous and robust evidence base, such as this scoping study, is timely and significant.
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The purpose of this paper is to reflect on the effects of COVID-19 on teachers' pedagogical approaches, and how this has consequences for student learning.
Abstract
Purpose
The purpose of this paper is to reflect on the effects of COVID-19 on teachers' pedagogical approaches, and how this has consequences for student learning.
Design/methodology/approach
This paper explores the impact of COVID-19 through teachers' experiences, perceptions from a critical cultural perspective. The paper draws on preservice and graduate teachers' narrative reflections as articulated through Instagram posts.
Findings
This paper articulates a comparison between the concept of Sturm und Drang and the contemporary landscape of teaching and learning remotely as a result of COVID-19 lockdown restrictions and limitations.
Research limitations/implications
The data upon which this paper is based were limited to five participants' accounts taken from the teacherwhispers Instagram site. They indicate relevant themes but are not representative of the overall phenomenon that COVID-19 has generated.
Practical implications
This paper is representative of the particular elements encountered when drawing upon an online-based methodological approach. It suggests the productive affordances of technology for narrating lived experience in a professional context.
Social implications
Retelling embodied narratives can be a fraught affair. This paper brings together associative experiences of COVID-19 to draw together individual stories to narrate a collective experience.
Originality/value
This paper addresses a dynamically evolving phenomenon. As such, it is highly original and explores dilemmas, situations and implications that have not previously been addressed.
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As the Australian working class continues its decline, sociological and historical scholarship has begun to focus more on the middle class. The purpose of this paper is to explore…
Abstract
Purpose
As the Australian working class continues its decline, sociological and historical scholarship has begun to focus more on the middle class. The purpose of this paper is to explore the historiography and social theory concerning the middle class, and argues that the ways in which middle class families use schools have been a powerful force in the formation of that class.
Design/methodology/approach
This paper reviews the author’s own work on this topic, the work of other scholars, and suggests a number of social practices that middle class families employ as they school their children.
Findings
The ways that many families operate in relation to the schooling of their children constitute a significant set of social class practices, that in turn assist in the continuing formation of the middle class itself. The social and policy history of schooling can expose the origins of these practices.
Research limitations/implications
This paper originated as an invited key-note address. It retains characteristics associated with that genre, in this case putting less emphasis on new research and more on a survey of the field.
Originality/value
In the early twenty-first century, the relevance of social class analysis for understanding a great range of social and historical phenomena is in retreat. This paper argues the continuing importance of that kind of analysis.
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Marco Bisogno, John Dumay, Francesca Manes Rossi and Paolo Tartaglia Polcini
It is important to have a literature review to open any special issue as a way of introducing the state-of-the-art topics and link past research with the papers appearing in this…
Abstract
Purpose
It is important to have a literature review to open any special issue as a way of introducing the state-of-the-art topics and link past research with the papers appearing in this special issue on IC in education. The paper aims to discuss this issue.
Design/methodology/approach
This research uses the structured literature to investigate the state-of-the-art and future directions of IC literature in education. In total, 47 articles are explored including nine from this special issue.
Findings
IC in education research is concentrated in Europe and mainly addresses IC in universities. Additionally, current IC research is progressing by examining IC practices inside universities using a third-stage IC approach, with new research also concentrating on third-mission outcomes, thus there is scope to continue IC and education research beyond universities. IC in education can also expand into fifth stage IC research, which abandons the boundaries of the educational institution and concentrate on the impact of IC and education on multiple stakeholders.
Research limitations/implications
Current IC in education research is too narrow and mainly investigates IC in European contexts using case study methodology. However, there is ample scope to widen research that develops new frameworks in different educational and country contexts using a wider range of research methodologies. IC in education needs to expand its boundaries so it does not lose its relevance, and thus be able to contribute to wider policy debates.
Originality/value
This paper presents the current state-of-the-art structured literature review of the articles investigating IC in education.
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Trevor Downes and Teresa Marchant
The purpose of this study is to evaluate the extent and effectiveness of knowledge management (KM) in community service organisations (CSOs) in Australia. CSOs are focussed on…
Abstract
Purpose
The purpose of this study is to evaluate the extent and effectiveness of knowledge management (KM) in community service organisations (CSOs) in Australia. CSOs are focussed on support, care and encouragement, thereby improving the quality of life of many in the community. This study contributes to a wider acceptance and management of knowledge, from a national perspective, and assists CSOs to improve practice.
Design/methodology/approach
KM theory and practice is expanded through a national online survey from 89 Australian CSOs, represented by 538 employees. CSOs, as a subset of not-for-profit organisations, were selected because they contribute significantly to the economy. Existing research generally relies on case studies, offering scope for wider quantitative research to address the gap.
Findings
The extent and effectiveness of KM were moderate. KM was more extensive in CSOs with a formal KM policy. Face-to-face exchange of knowledge was the major transfer method. Recognition or other incentives are needed to encourage learning and disseminating new ideas.
Research limitations/implications
Other CSOs and other countries could be included, along with very small CSOs.
Practical implications
Shortfalls in practice were discovered. Recommendations should improve client service by enhancing the appropriateness, consistency, quality and timely delivery of assistance. This will aid CSO sustainability by maximising limited resources. The challenge is to harness informal learning for organisation-wide learning and for hard outcomes, such as reducing costs and competing for government funding.
Originality/value
A synthesised large-scale survey integrates more elements of KM practice. Existing KM ideas are combined in new ways, applied in a fresh context, indicating elements of KM that are more significant in not-for-profit CSOs.
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The purpose of this editorial is to introduce the background and rationale to the special issue, “Intellectual capital and non‐profit organizations in the knowledge economy”. It…
Abstract
Purpose
The purpose of this editorial is to introduce the background and rationale to the special issue, “Intellectual capital and non‐profit organizations in the knowledge economy”. It aims at helping in communicating and disseminating relevant recent intellectual capital research studies within the non‐profit context.
Design/methodology/approach
The call for papers for the special issue was made publicly available in the journal web site. Authors from Australia, Finland, Germany, Israel, Italy, Poland, Portugal, Spain, the UK and the USA were attracted, submitting their manuscripts for the consideration of publication in the special issue. All submissions underwent a double‐blind refereed selection process. Following a brief discussion of the contemporary non‐profit challenge, the main ideas of the eight papers selected are then presented.
Findings
The selected papers summarize the state‐of‐the‐art in the research of intellectual capital in the non‐profit sector in the knowledge economy. The papers embrace an eclectic mix of topics and methodologies.
Research limitations/implications
As a collection, the special issue sets the groundwork for many years of future hypothesis development and testing in intellectual capital research studies within the non‐profit context.
Originality/value
The special issue is the first to bring together theoretical pieces that link context to theory, empirical works, and case studies that address the application of IC in non‐profit organizations.
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