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Doing enactment within the logics of policy privatisation : how inclusion policy can be interpreted and translated for English as an Additional Language/Dialect (EAL/D) students
Hogan, Anna Creagh, Sue Lingard, Robert Leslie Choi, Taehee Poudel, Prem Prasad
Hogan, Anna
Creagh, Sue
Lingard, Robert Leslie
Choi, Taehee
Poudel, Prem Prasad
Abstract
The logics of policy privatisation in schooling, including decentralisation, school autonomy, and discretionary funding mechanisms, shift responsibility for particular types of students onto individual schools and their staff. Burch (Citation2021) asks to what extent the most disadvantaged students in government schools are able to access services most beneficial to them, under these emerging forms of privatisation. With this question in mind, this paper considers the delivery of English as an Additional Language/Dialect (EAL/D) services under the umbrella of the Queensland Department of Education Inclusion policy, in two Queensland government secondary schools. We tease out how the Inclusive Education (IE) policy, of which EAL/D is a subset, is interpreted and translated (Ball et al. Citation2012) in the situation of privatisation practices. We found that inclusion was understood as primarily targeted at students with disabilities, and that mainstreaming of all learners was considered unsustainable for teachers. In interpreting and translating inclusion for EAL/D, both schools pushed back against the ‘mainstreaming’ discourse, and instead, EAL/D service was provided through targeted programs, staffed with key specialist personnel. In both cases, privatisation logics enabled the ‘EAL/D aware’ principals to justify and enact specialised EAL/D services. In this policy context, there is a need for widespread professional development to ensure all principals understand and apply appropriate supports for EAL/D learners.
Keywords
English as an additional language/dialect (EAL/D), privatisation, inclusion, policy enactment, school autonomy
Date
2024
Type
Journal article
Journal
Book
Volume
Issue
Page Range
1-15
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY-NC-ND 4.0
File Access
Open
Notes
© 2024 the author(s). Published by Informa UK Limited, trading as Taylor & Francis group
This is an open access article distributed under the terms of the creative commons attribution-noncommercial-noderivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. the terms on which this article has been published allow the posting of the accepted Manuscript in a repository by the author(s) or with their consent.
This is an open access article distributed under the terms of the creative commons attribution-noncommercial-noderivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. the terms on which this article has been published allow the posting of the accepted Manuscript in a repository by the author(s) or with their consent.