This article builds on a previous paper published in the "International Journal of Educational Reform" (Vidovich & O'Donoghue, 2002). The stimulus for that article was the observation that while a large corpus of literature has emerged on the implications for government schooling arising out of various forces shaping educational policy internationally, very little attention has been paid to what has been happening in the case of nongovernment schools. Accordingly, a research agenda aimed at investigating the forces attempting to influence whole curriculum policy in nongovernment schools was proposed. In this article the background to the proposed agenda is very briefly rehearsed, recalling in particular the argument made for conducting case studies of individual schools by adopting Bowe, Ball, and Gold's (1992) notion of a policy cycle in tandem with a qualitative research approach using group interviews. The major part of the article then goes on to illustrate the potential of such a research approach by presenting an exemplar of a case study that was developed regarding one nongovernment school in one of the countries included in the larger study.
|Journal||International Journal of Educational Reform|
|Publication status||Published - 2004|