Abstract
In this paper, we use the development of the Australian Professional Standards for Teachers (APST) as an illustrative case to examine how national schooling reforms are assembled in Australia’s federal system. Drawing upon an emerging body of research on ‘policy assemblage’ within the fields of policy sociology, anthropology and critical geography, we focus on interactions between three dominant ‘component parts’ in the development of the APST: the Australian federal government; New South Wales state government agencies; and the Organisation for Economic Cooperation and Development. While policies like the APST claim to be national in form and scope, our analysis suggests ‘the national’ is much more disjunctive and nebulous, constituted by a heterogeneous and emergent assemblage of policy ideas, practices, actors and organisations, which often reflect transnational traits and impulses. We thus see national reforms such as the APST as having a phantom-like nature, which poses challenges for researchers seeking to understand the making of national policies in federal systems.
| Language | English |
|---|---|
| Pages | 118-142 |
| Number of pages | 25 |
| Journal | Journal of Education Policy |
| Volume | 33 |
| Issue number | 1 |
| DOIs | |
| State | Published - 2 Jan 2018 |
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The phantom national? Assembling national teaching standards in Australia’s federal system. / Savage, Glenn C.; Lewis, Steven.
In: Journal of Education Policy, Vol. 33, No. 1, 02.01.2018, p. 118-142.Research output: Contribution to journal › Article
TY - JOUR
T1 - The phantom national? Assembling national teaching standards in Australia’s federal system
AU - Savage,Glenn C.
AU - Lewis,Steven
PY - 2018/1/2
Y1 - 2018/1/2
N2 - In this paper, we use the development of the Australian Professional Standards for Teachers (APST) as an illustrative case to examine how national schooling reforms are assembled in Australia’s federal system. Drawing upon an emerging body of research on ‘policy assemblage’ within the fields of policy sociology, anthropology and critical geography, we focus on interactions between three dominant ‘component parts’ in the development of the APST: the Australian federal government; New South Wales state government agencies; and the Organisation for Economic Cooperation and Development. While policies like the APST claim to be national in form and scope, our analysis suggests ‘the national’ is much more disjunctive and nebulous, constituted by a heterogeneous and emergent assemblage of policy ideas, practices, actors and organisations, which often reflect transnational traits and impulses. We thus see national reforms such as the APST as having a phantom-like nature, which poses challenges for researchers seeking to understand the making of national policies in federal systems.
AB - In this paper, we use the development of the Australian Professional Standards for Teachers (APST) as an illustrative case to examine how national schooling reforms are assembled in Australia’s federal system. Drawing upon an emerging body of research on ‘policy assemblage’ within the fields of policy sociology, anthropology and critical geography, we focus on interactions between three dominant ‘component parts’ in the development of the APST: the Australian federal government; New South Wales state government agencies; and the Organisation for Economic Cooperation and Development. While policies like the APST claim to be national in form and scope, our analysis suggests ‘the national’ is much more disjunctive and nebulous, constituted by a heterogeneous and emergent assemblage of policy ideas, practices, actors and organisations, which often reflect transnational traits and impulses. We thus see national reforms such as the APST as having a phantom-like nature, which poses challenges for researchers seeking to understand the making of national policies in federal systems.
KW - Actors institutions
KW - sociology
UR - http://www.scopus.com/inward/record.url?scp=85019110574&partnerID=8YFLogxK
U2 - 10.1080/02680939.2017.1325518
DO - 10.1080/02680939.2017.1325518
M3 - Article
VL - 33
SP - 118
EP - 142
JO - Journal of Education Policy
T2 - Journal of Education Policy
JF - Journal of Education Policy
SN - 0268-0939
IS - 1
ER -