ABSTRACT

This paper considers the implications of the current landscape of education policy reform in Australian schooling. We argue that the decontextualisation of education policy enactments and the eschewing of concerns relevant at the local level of the school over the past two decades have prompted various reform agendas to fail. We contend that recognition of the deep contextualisation of schools is paramount in any attempt at renewal. Therefore, it is at the local school-level that reform agendas can and should be directed by the pedagogical and innovative work of educators. We focus on ‘relational pedagogy’ because it offers opportunities to enact school-wide reform and enhance the professional capacities of educators as pedagogical innovators. Contemporary education reform agendas are best situated and registered within school sites and relational pedagogy stands as a deeply contextualised provocation for enacting school renewal.

摘要

本文考虑了当前澳大利亚学校教育政策改革的影响。我们认为，过去 20 年中，教育政策制定的脱离语境以及对学校地方层面相关问题的回避导致各种改革议程失败。我们认为，对学校深层情境化的认识对于任何更新尝试都是至关重要的。因此，在地方学校层面，改革议程可以而且应该由教育工作者的教学和创新工作来指导。我们专注于“关系教学法”，因为它提供了实施全校改革和提高教育工作者作为教学创新者的专业能力的机会。