School autonomy, marketisation and social justice: the plight of principals and schools

Abstract

ABSTRACT There remains strong political support for school autonomy reform within Australian public education despite evidence linking this reform to exacerbating school and systemic inequities. This paper presents interview data from key education stakeholders gathered from a broader study that is investigating the social justice implications of school autonomy reform across three Australian states. We focus on the concerns these stakeholders raise about the plight of principals and particular schools when policies of school autonomy converge with market imperatives of economic efficiency, competition and public accountability. Such concerns reflect the significance of education systems providing greater and more nuanced support for principals and schools to manage the extra responsibilities of greater school autonomy and accountability. While these aspects of support are central, we argue that systemic reform that is driven by educative, rather than market, imperatives is necessary for creating a context where school autonomy can be mobilised for social justice.