[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593415-105":3,"doc-detail-593415-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","after-the-marketplace-evidence-social-science-and-educational-research","After the Marketplace - Evidence, Social Science and Educational Research","","An essay examining the state of Australian education and proposing new directions for educational research. It identifies three core challenges for educators: highly spatialised poverty and its mediating effects on primary schooling; the need for intellectual and critical depth in pedagogy in upper primary and middle years; and the necessity to reinvent senior schooling to support emergent pathways from school to work and civic life. 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It outlines three challenges faced by Australian educators: highly spatialised poverty with particularly strong mediating effects on primary school education; the need for intellectual and critical depth in pedagogy, with a focus in the upper primary and middle years; and the need to reinvent senior schooling to address emergent pathways from school to work and civic life. It offers a narrative description of the dynamics of policy making in Australia and North America and argues for an evidence-based approach to social and educational policy – but one quite unlike current test and market-based approaches. Instead, it argues for a multidisciplinary approach to a broad range of empirical and case-based evidence that subjects these to critical, hermeneutic social sciences. Such an approach would join educational policy with educational research, and broader social, community and governmental action with the aim of reorganising and redistributing material, cultural and social resources.  \nIntroduction  \nThis is a narrative analysis of Australian educational policy, with illustrations drawn from the context of Queensland state education. I begin from two key insights on educational policy since the 1980s philosophic work of Lyotard and Foucault: (1) that state policies and their critiques actually constitute a series of overlapping discoursesand, moreover,(2) that policy interventions actually have strong narrative chains,‘story grammars’ about specific domains of problems and their possible solutions, about material societal and institutional conditions, and about prospective social agents and scenarios of action (Luke 1997) . At the same time, the format of this paper is itself a narrative, an attempt to capture one of the dilemmas facing Australian educational researchers and teachers: that of moving between and conjoining the discourses and life worlds of policy formation and educational research.  \nThe Australian Educational Researcher, Volume 30, Number 2, August 2003 •87  \nMovement between school and academy typically is framed in the shopworn metaphor of practice and theory that Britzman’s (1991) Practice Makes Practice so eloquently critiqued. There are complementary moves in the analysis of state, power and bureaucracy: a shunting between research and policy formation, between critique and reconstruction, with all of the issues such moves beg about points of possible appropriation and innovation, collusion and collaboration, contradiction and historical movement. This threatens the comfort zones (increasingly uncomfortable, given the latest wave of marketisation of Australian universities) of academic career pathways: worlds of performance indicators where publication, tenure, grants and so forth become both means and ends. Moves into state power and policy formation make for destabilising and irritating, risky and unpredictable shifts between forms of life, between discourses, between paradigmatic and professional communities, and they involve consequential decisions about our own life and career pathways as academics and educational researchers.  \nEducational policy and policy analysis are bids to reconstruct institutional syntaxes: sequences of actions, interventions and reforms with normative yet concrete material consequences. This does not deny the salience of social facts and estimable outcomes, of concrete historical moments and material conditions. Quite the contrary, policy can narratively reconfigure the way that the state, educational institutions and human actors within those institutions deploy discourses, and material and human resources towards particular regulative ends. Educational outcomes, or more accurately educational consequences, have allied historical ","cbCaiiZ7H8afvFZg","https://ap.wps.com/l/cbCaiiZ7H8afvFZg","pdf",161041,21,"English","# Abstract\n# Introduction\n# Educational challenges across schooling years","[{\"question\":\"What three challenges does the paper highlight for Australian educators?\",\"answer\":\"It highlights spatialised poverty affecting primary education, the need for deeper intellectual and critical pedagogy in upper primary and middle years, and the need to reinvent senior schooling to support pathways to work, further education, and civic life.\"},{\"question\":\"What approach does the paper argue for in educational and social policy?\",\"answer\":\"It calls for an evidence-based approach using multidisciplinary and case-based empirical evidence, examined through critical hermeneutic social sciences rather than relying on test- and market-based methods.\"},{\"question\":\"How does the paper frame the relationship between policy formation and educational research?\",\"answer\":\"It presents policy analysis as narrative chains and overlapping discourses, emphasizing that movement between academy and bureaucracy, research and policy, can generate new narratives and reshape institutional actions and consequences.\"}]","After the Marketplace - Evidence, Social Science and Educational Research | PDF",1792077217,53,{"code":4,"msg":82,"data":100},[101,105,109,113,117,122,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},"Comic",60,"comic",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},6,"Technology",50,"technology",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},7,"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":55,"slug":145},19,"General","general"]