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<p>This Special Issue focusses on the inequitable status quo in public school funding and some of the arising equity issues in Australia. We have organised the papers under two broad themes. The first set addresses the politics of time, its long- and short-term strategic uses and abuses and by whom. The second set considers various related equity issues. It includes an untangling of the intricacies of funding for students with disabilities, two papers discussing the benefits of specific innovative approaches to schooling for Indigenous students, an appraisal of needs-based funding from the perspective of principals and an explanation of how the public/private binary undermines many of the premises of the <i>Better and Fairer Schools Agreement 2025–2034.</i> We situate these papers within the current critical policy juncture. We explain this term and the policy period we refer to, identify the <i>Better and Fairer Schools Agreement 2025–2034</i> as central and clarify its key features. This is followed by a discussion of the political forces, power dynamics and discursive formations involved and of how public school and equity advocates claimed some policy successes. The politics of time is part of our discussion. This leads us to insist that policy researchers and educational campaigners must critically scrutinise and be actively engaged after the applause—when the celebrations die down and when policy travels, unfolds and often unravels as it proceeds though political time and space.</p>

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A critical policy juncture for public schooling: An introduction

  • 期刊论文

  • 发表日期：

    2025年8月7日

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  • Jane Kenway,
  • Matthew P. Sinclair

摘要

This Special Issue focusses on the inequitable status quo in public school funding and some of the arising equity issues in Australia. We have organised the papers under two broad themes. The first set addresses the politics of time, its long- and short-term strategic uses and abuses and by whom. The second set considers various related equity issues. It includes an untangling of the intricacies of funding for students with disabilities, two papers discussing the benefits of specific innovative approaches to schooling for Indigenous students, an appraisal of needs-based funding from the perspective of principals and an explanation of how the public/private binary undermines many of the premises of the Better and Fairer Schools Agreement 2025–2034. We situate these papers within the current critical policy juncture. We explain this term and the policy period we refer to, identify the Better and Fairer Schools Agreement 2025–2034 as central and clarify its key features. This is followed by a discussion of the political forces, power dynamics and discursive formations involved and of how public school and equity advocates claimed some policy successes. The politics of time is part of our discussion. This leads us to insist that policy researchers and educational campaigners must critically scrutinise and be actively engaged after the applause—when the celebrations die down and when policy travels, unfolds and often unravels as it proceeds though political time and space.