School autonomy, school accountability and social justice: stories from two Australian school principals

Abstract

ABSTRACT This paper explores issues of social justice in relation to the practice of two principals from two Australian public schools. The stories of these principals are set against a policy backdrop in Australia that has seen renewed emphasis on school autonomy reform, on the one hand, and heightened external accountability and compliance, on the other. Drawing on interview data from a small-scale study, we highlight some of the tensions for redistributive justice arising within this context. We examine the ways in which the principals’ efforts for redistributive justice at the local school level compromise redistributive justice more broadly. We highlight the ongoing significance of examining how principals are framing their decision-making in relation to social justice. Within the freedoms of the present climate, the paper draws attention to the enduring imperative of centralised equity-focused accountabilities.