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Principals’ talking back to mediatised education policies regarding school performance
journal contribution
posted on 2018-01-01, 00:00 authored by J Doolan, Jillian BlackmoreJillian BlackmoreIncreasingly mediatised policy processes influence practice in schools as education becomes a site of parental anxiety and choice exacerbated by standardised national assessment and ranking of schools in the media. This paper analyses the responses to media scrutiny of six principals whose schools’ national test results were reported in the Australian press following the release of the federal Labour Government’s MySchool website in 2010. Drawing on Bourdieu’s theory of social fields, the concept of cross-field effects, and associated research on mediatisation, the evidence suggests that the relationships between the press, education policy and schools are highly contested, and that principals have some agency in talking back regarding their school’s reported ‘performance’.
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Journal of education policyVolume
33Issue
6Pagination
818 - 839Publisher
RoutledgeLocation
London, Eng.Publisher DOI
ISSN
0268-0939eISSN
1464-5106Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2017, Informa UK Limited, trading as Taylor & Francis GroupUsage metrics
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