The phantom national? Assembling national teaching standards in Australia’s federal system

Journal article


Savage, Glenn and Lewis, Steven. (2018) The phantom national? Assembling national teaching standards in Australia’s federal system. Journal of Education Policy. 33(1), pp. 118-142. https://doi.org/10.1080/02680939.2017.1325518
AuthorsSavage, Glenn and Lewis, Steven
Abstract

In this paper, we use the development of the Australian Professional Standards for Teachers (APST) as an illustrative case to examine how national schooling reforms are assembled in Australia’s federal system. Drawing upon an emerging body of research on ‘policy assemblage’ within the fields of policy sociology, anthropology and critical geography, we focus on interactions between three dominant ‘component parts’ in the development of the APST: the Australian federal government; New South Wales state government agencies; and the Organisation for Economic Cooperation and Development. While policies like the APST claim to be national in form and scope, our analysis suggests ‘the national’ is much more disjunctive and nebulous, constituted by a heterogeneous and emergent assemblage of policy ideas, practices, actors and organisations, which often reflect transnational traits and impulses. We thus see national reforms such as the APST as having a phantom-like nature, which poses challenges for researchers seeking to understand the making of national policies in federal systems.

Keywordsactors institutions; sociology
Year2018
JournalJournal of Education Policy
Journal citation33 (1), pp. 118-142
PublisherRoutledge
ISSN0268-0939
Digital Object Identifier (DOI)https://doi.org/10.1080/02680939.2017.1325518
Scopus EID2-s2.0-85019110574
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range118-142
FunderAustralian Research Council
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online09 May 2017
Publication process dates
Accepted26 Apr 2017
Deposited11 Jun 2021
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/DE160100197
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