COVID-19 and Inequities in Australian Education – Insights on Federalism, Autonomy, and Access
MetadataShow full item record
First published in International Studies in Educational Administration by the Commonwealth Council for Educational Administration & Management.
The current COVID19 pandemic has forced major adjustments, often at short notice, on schools and schooling. Educators have been working in a constantly changing environment to continue to deliver for students, families and communities all the while maintaining the necessary supports for themselves and colleagues. In Australia this has led to debates concerning when and who can close schools, the authority of schools to enact context-sensitive activities, and amplified existing inequities. Informed by a larger Australian Research Council grant focused on school autonomy and social justice, we argue that the pandemic and responses to it have highlighted the idiosyncratic nature of Australian federalism, drawn greater attention to the role of school autonomy, and amplified inequities in the access to quality education irrespective of location.
Showing items related by title, author, creator and subject.
Gribble, Susan J. (2002)The purpose of this study was to identify the ways government schools in the Kimberley Education District of Western Australia attempted to engender success for their students. Schools in these communities are considered ...
Cavanagh, Robert (1997)The operation and development of Western Australian senior secondary schools is based upon traditional theories of organisational management and school administration. The study sought to explore alternative conceptions ...
Young, Samuel William Adrian (2012)The role and deployment of school psychologists in Western Australia has been reviewed a number of times since the establishment of services to schools. The current practice for the allocation of school psychologists to ...