2021/01/11 by Andrew Hickey, Stewart Riddle, Janean Robinson +4
Social Sciences · #Critical and Liberation Pedagogy #Diverse Education Studies and Reforms #Teacher Education and Leadership Studies
paper · doi:10.1080/00220620.2021.1872508
crossref issued 2021/01/11 · crossref published 2021/01/11 · crossref published-online 2021/01/11 · openalex publication_date 2021/01/11 · crossref created 2021/01/13 · crossref published-print 2022/07/03 · crossref deposited 2024/01/30 · openalex created_date 2025/10/10 · crossref indexed 2026/07/29 · openalex updated_date 2026/07/29
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.