| 000 | 01294cam a2200229 4500 | ||
|---|---|---|---|
| 100 | 1 | _aKEDDIE Amanda | |
| 700 | _aMACDONALD Katrina | ||
| 700 | _aBLACKMORE Jill | ||
| 700 | _aWILKINSON Jane | ||
| 700 | _aGOBBY Brad | ||
| 700 | _aNIESCHE Richard | ||
| 700 | _aEACOTT Scott | ||
| 700 | _aMAHONEY Caroline | ||
| 245 |
_aThe constitution of school autonomy in Australian public education: _bareas of paradox for social justice/ _cAmanda Keddie, Katrina MacDonald, Jill Blackmore, Jane Wilkinson, Brad Gobby, Richard Niesche, Scott Eacott and Caroline Mahoney |
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| 260 | _c2022 | ||
| 520 | _aDrawing on interviews with 42 stakeholders, the paper identifies four key areas of paradox for social justice currently confronting public schools and school systems. The language of paradox is drawn on to narrate the oppositional politics between the discourses and practices constituting school autonomy and the pursuit of social justice. | ||
| 650 |
_aAUSTRALIA _xSCHOOL AUTONOMY POLICIES _xSOCIAL JUSTICE _xPUBLIC EDUCATION |
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| 773 |
_aInternational Journal of Leadership in Education : _gVol 25, No 1 January 2022, pp.106-123 |
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| 598 | _aAUS, SOCIAL | ||
| 856 |
_uhttps://www.tandfonline.com/doi/full/10.1080/13603124.2020.1781934 _zClick here for full text |
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| 945 |
_i67231.1001 _rY _sY |
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| 999 |
_c41300 _d41300 |
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