Sue Hatton | Victoria University (original) (raw)

Papers by Sue Hatton

Abstract There is a position that Government will undertake its work in a responsible way that al... more Abstract
There is a position that Government will undertake its work in a responsible way that allows for the provision of education in Australian society with a just and equitable hand. While this may be a utopian idea of the role of education in a democratic society, the literature provokes different thinking. It suggests that policy development is misplaced within political ideologies and lost amidst the grinding gears of government departments at both federal and state level as it makes its way into schools, and therefore to those it impacts upon.
This thesis explores the co-relation between the intended purposes of educational policy, its possibility for social equalising and its eventual impact for those who live the consequences of enacted policy at a local level. This includes a glimpse at past educational policy and the ideologies that inform them, the mechanisms of society which enforce change to policy and the eventual outcome. Its significance, in a wider context, is that current policy agendas which seem to readily enhance the benefits for all students, and by that fact should benefit our society, are being excessively argued, negotiated and delayed.
The methodology/methods used in this thesis use bricolage to bring together rich experiences, narratives and contextual connectivity. This has value because the case and commentaries component gives a snapshot of the impact of policy, and how it is viewed by educators who use it and are part of its mechanisms. It also highlights the absent, what is of concern with the interpretation and use of policy at the local level, as many assumptions are made by teachers and administrators based upon their own lives and experiences. Three specific policies were considered by the participants – literacy, homework and reporting.
This thesis presents the thinking of key stakeholders in a school around three significant topics and related policy on the work of students, teachers and school accountabilities. The insights provided highlight how many students are disadvantaged on the basis of educational policy that fails to acknowledge both the context and circumstances of their lives. As a result, these students are viewed as being deficient rather than being viewed for what they can do. The educational policies considered are written in a way that teachers working with these students are increasingly being constrained in their responses to these student’s needs, generating poorer learning opportunities.

Abstract There is a position that Government will undertake its work in a responsible way that al... more Abstract
There is a position that Government will undertake its work in a responsible way that allows for the provision of education in Australian society with a just and equitable hand. While this may be a utopian idea of the role of education in a democratic society, the literature provokes different thinking. It suggests that policy development is misplaced within political ideologies and lost amidst the grinding gears of government departments at both federal and state level as it makes its way into schools, and therefore to those it impacts upon.
This thesis explores the co-relation between the intended purposes of educational policy, its possibility for social equalising and its eventual impact for those who live the consequences of enacted policy at a local level. This includes a glimpse at past educational policy and the ideologies that inform them, the mechanisms of society which enforce change to policy and the eventual outcome. Its significance, in a wider context, is that current policy agendas which seem to readily enhance the benefits for all students, and by that fact should benefit our society, are being excessively argued, negotiated and delayed.
The methodology/methods used in this thesis use bricolage to bring together rich experiences, narratives and contextual connectivity. This has value because the case and commentaries component gives a snapshot of the impact of policy, and how it is viewed by educators who use it and are part of its mechanisms. It also highlights the absent, what is of concern with the interpretation and use of policy at the local level, as many assumptions are made by teachers and administrators based upon their own lives and experiences. Three specific policies were considered by the participants – literacy, homework and reporting.
This thesis presents the thinking of key stakeholders in a school around three significant topics and related policy on the work of students, teachers and school accountabilities. The insights provided highlight how many students are disadvantaged on the basis of educational policy that fails to acknowledge both the context and circumstances of their lives. As a result, these students are viewed as being deficient rather than being viewed for what they can do. The educational policies considered are written in a way that teachers working with these students are increasingly being constrained in their responses to these student’s needs, generating poorer learning opportunities.