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After the marketplace: evidence, social science and educational research

Luke, Allan (2003) After the marketplace: evidence, social science and educational research. AER (Australian Educational Researcher), 30(2), pp. 87-108.

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Abstract

This paper is an essay on the state of Australian education that frames new directions for educational research. 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.

Impact and interest:

30 citations in Scopus
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14 citations in Web of Science®

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Full-text downloads:

358 since deposited on 06 Oct 2010
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ID Code: 37343
Item Type: Journal Article
ISSN: 0311-6999
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Deposited On: 06 Oct 2010 15:29
Last Modified: 29 Feb 2012 23:30

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