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Cited by 25Global Educational Policies and ReformsEducational Theory and Curriculum StudiesEducation Pedagogy and Practices

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Students ‘at‐risk’ policy: competing social and economic discourses

Mosen‐Lowe, Linda Audrey Joy, Vidovich, Lesley, Chapman, Anne·2009·Journal of Education Policy
DOI 10.1080/02680930902759712
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Abstract

Within a context of global reform agendas that promote economic ideologies in education the discourses surrounding ‘school failure’ have shifted from ‘individual risk’ to ‘a nation at‐risk’. Enhancing the quality of schooling through improving educational outcomes and standards for all, and thereby reducing ‘school failure,’ is simultaneously constructed as enhancing both social justice and a nation’s economic advantage in the global marketplace. Within this broader context, this research explores the complexity of issues related to policy for students at educational risk through an analysis of the Education Department of Western Australia’s ‘Making the Difference: Students at Educational Risk Policy.’ This research adopted a theoretical framework of a ‘policy cycle’ (that allowed for an exploration of power relations within the policy process. Primarily, consideration is given to the competing social and economic discourses found within the policy text and subsequent tensions reflected and retracted throughout the policy process from macro (system), to meso (district) and finally to micro levels within the schools and classrooms.

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  • Early school leaving is usually the consequence of a complex mix of factors, although it may result from highly individualised circumstances.

    “Early school leaving may be the result of highly individualised circumstances, but research indicates that it is usually the consequence of a complex mix of factors (Taylor 2009; Mosen-Lowe, Vidovich and Chapman 2009; Savelsberg and Martin-Giles 2008; White and Wyn 2008; te Riele 2006; Smyth 2004; Smyth and Hattam 2005).”

    From Alternative education sites and marginalised young people: ‘I wish there were more schools like this one’ (2012) · cites this paper as Mosen-Lowe, Vidovich and Chapman 2009

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Metadata

Authors
Mosen‐Lowe, L. A. J., Vidovich, L., & Chapman, A.
Affiliations
The University of Western Australia (AU)
ORCID
Chapman, Anne
Venue
Journal of Education Policy
Publisher
Informa UK Limited
Published
2009-07
Volume
24
Issue
4
Pages
461-476
ISSN
  • 0268-0939 (ISSN-L)
  • 1464-5106
DOI
10.1080/02680930902759712
OpenAlex
W2081818258
Cited by
25
References
0
Citations by year
2025: 1 · 2022: 1 · 2018: 1 · 2017: 2 · 2016: 2 · 2015: 2 · 2014: 4 · 2013: 5 · 2012: 1
FWCI
14.60
Type
journal article
Language
en
Open access
closed
Locations
  • Journal of Education Policy (publishedVersion)
  • UWA Profiles and Research Repository (UWA) (submittedVersion)
Topics
  • Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
  • Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
  • Social Sciences › Education › Education Pedagogy and Practices
Keywords
school failure, social justice, policy cycle, educational reform, policy implementation

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