Reconceptualising access in education policy : method and mindset

Vongalis-Macrow, Athena 2010, Reconceptualising access in education policy : method and mindset, Policy futures in education, vol. 8, no. 5, pp. 513-527.

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Title Reconceptualising access in education policy : method and mindset
Author(s) Vongalis-Macrow, Athena
Journal name Policy futures in education
Volume number 8
Issue number 5
Start page 513
End page 527
Total pages 15
Publisher Symposium Journals
Place of publication Oxford, England
Publication date 2010
ISSN 1478-2103
Summary Enhancing access to education and knowledge is a long-held principle enshrined in education policy. Access to education offers leverage for educational attainment and achievement, at the individual and social levels. In policy, the term equates with concepts of inclusion, social justice and equity. Over the last decades, as education policy has responded to global social, cultural and economic reforms, concepts such as access have also undergone revision. This article revisits the relationship between access, education and knowledgemaking, in order to clarify the meaning of access in current education policies by reevaluating how access is constructed in policy and how the concept associates with other aspects of education. The research examines the concept of access in order to improve the efficacy of policy, opening the way for more systematic and transparent policy analysis and policy making centred on defining and delineating conceptual meanings such as access, as a basis for more targeted policy. Using evidence-based policy research, the article proposes a research process model based on the hierarchy of abstraction, to show that education policy requires systematic examination of key concepts as a fundamental step towards more clearly defined policy postulates that recognise and deal with contextual complexity of education policy. Defining and delineating the meaning of concepts such as access can help in the way that education policy contributes to guiding innovative knowledge construction.
Language eng
Field of Research 160501 Aboriginal and Torres Strait Islander Policy
Socio Economic Objective 930501 Education and Training Systems Policies and Development
HERDC Research category C1.1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30024159

Document type: Journal Article
Collection: School of Education
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