COVID-19 and Inequities in Australian Education – Insights on Federalism, Autonomy, and Access
|dc.identifier.citation||Eacott, S. and MacDonald, K. and Keddie, A. and Wilkinson, J. and Niesche, R. and Gobby, B. and Fernandez, I. 2020. COVID-19 and Inequities in Australian Education – Insights on Federalism, Autonomy, and Access. International Studies in Educational Administration. 48 (3): pp. 6-14.|
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.
|dc.publisher||Commonwealth Council for Educational Administration and Management|
|dc.title||COVID-19 and Inequities in Australian Education – Insights on Federalism, Autonomy, and Access|
|dcterms.source.title||International Studies in Educational Administration|
First published in International Studies in Educational Administration by the Commonwealth Council for Educational Administration & Management.
|curtin.department||School of Education|
|curtin.faculty||Faculty of Humanities|
|curtin.contributor.orcid||Gobby, Brad [0000-0002-2170-5435]|
|curtin.contributor.scopusauthorid||Gobby, Brad |