Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-29T19:25:06.116Z Has data issue: false hasContentIssue false
  • English
  • Français

Managerialism and the professions: The case of school psychology in the 1990s

Published online by Cambridge University Press:  12 February 2016

Michael Faulkner
Michael Faulkner*
Affiliation:
Bendigo
Get access

Extract

The rise of managerialism in public administration over the last decade in Australia has had dramatic implications for schooling systems and for the school psychology profession. An overview of the character of managerialism and its impact upon public administration, and schooling in particular, is provided in this paper. The school psychology profession in Victoria provides the basis for exploring some dimensions of managerialism's impact. As part of a futures projection for the remainder of the decade, some broad suggestions are offered which argue the importance of both values analysis and strategy development for the school psychology profession.

Type
Research Article
Information
Journal of Psychologists and Counsellors in Schools , Volume 4 , November 1994 , pp. 19 - 38
Copyright
Copyright © Cambridge University Press 1994

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Angus, L. (1994). Teachers: Objects of policy or professional participants in sharing education?Paper presented to Schooling What Future? Conference, Deakin Centre for Education and Change, Melbourne, June 16–17.Google Scholar
Apple, M. (1990). The politics of official knowledge in the United States. Journal of Curriculum Studies, 22 (4), 397–400.CrossRefGoogle Scholar
Aspelt, L., & Lindgard, B. (1993). Public school reform in Australia: In whose interests? Journal of Educational Administration, 31 (3), 59–71.Google Scholar
Aronwitz, S., & Giroux, H. (1986). Education under siege: The conservative, liberal and radical debate over schooling. London: Routledge & Kegan Paul.Google Scholar
Ball, S. (1993). Culture cost and control: Self management and entrepreneurial schools in England and Wales. In Smyth, J. (Ed.), A socially critical view of the self managing school. London: The Falmer Press.Google Scholar
Bates, R. (1991). Who owns the curriculum? Keynote address to the New Zealand Post-Primary Teachers Association Annual Conference. Christchurch: New Zealand.Google Scholar
Bardon, J. (1983). Psychology applied to education: A speciality in search of an identity. American Psychologist, February, 38 (2), 185–196.CrossRefGoogle Scholar
Beare, H. (1991). Fearlessly NSW wields the axe. The Age, October 22.Google Scholar
Beilharz, P., Considine, M., & Watts, R. (1992). Arguing about the welfare state: The Australian experience. Melbourne: Unwin & Allen.Google Scholar
Benson, J. (1983). The bureaucratic nature of schools and teacher job satisfaction. The Journal of Australian Administration, 21 (2), 137–148.Google Scholar
Bessant, B. (1988). The role of corporate management in the re-assertion of government control over the curriculum in Victorian schools. In Stockley, D. (Ed.), Melbourne studies in education, 1987–88. Bundoora: La Trobe University Press.Google Scholar
Blackmore, J. (1991). Corporatism, democracy and teacher unions in Victoria. In Dawkins, D. (Ed.), Power and politics in education. Geelong: Deakin University Press.Google Scholar
Campbell, C., & Halligan, J. (1992). Political leadership in an age of constraint: Bureaucratic politics under Hawke and Keating. Sydney: Allen & Unwin.Google Scholar
Codd, J. (1993). Managerialism, market liberalism and the move to self managing schools in New Zealand. In Smyth, J. (Ed.), A socially critical view of the self managing school. London: The Falmer Press.Google Scholar
Codding, J. (1994). Systematic reform: A case study on re-structuring one American public high school. Keynote paper presented to the Seventh International Congress for School Effectiveness and Improvement. Melbourne, January 1994.Google Scholar
Coffield, F. (1989). 2000: Inventing the future. The Scottish Educational Review, 21 (2), November, 78–93.CrossRefGoogle Scholar
Collins, K. (1984). Integration in Victorian education: Report of the Ministerial Review of Educational Services for the Disabled. Melbourne: Victorian Education Department.Google Scholar
Committee on Employment Opportunities (1993). Restoring full employment: A discussion paper. Canberra: Australian Government Publishing Service.Google Scholar
Connell, W. (1980). A history of education in the 20th Century world. Canberra: Curriculum Development Centre.Google Scholar
Connell, R., Ashendon, D., & Dowsett, G. (1982). Making the difference: Schools, families and social division. Sydney: Allen & Unwin.Google Scholar
Connell, R. (1985). Teacher's work. Sydney: Allen & Unwin.Google Scholar
Considine, M. (1990). Managerialism strikes out. Australian Journal of Public Administration, 49 (2), 166–177.CrossRefGoogle Scholar
Cremin, L. (1964). The social transformation of the school: Progressivism in American education, 1876–1957. New York: Vintage Books.Google Scholar
Cremin, L. (1988). American education: The metropolitan experience 1976–1980. New York: Harper and Row.Google Scholar
Department of Employment, Education and Training (1991). Australia's workforce in the Year 2001. Canberra: Australian Government Publishing Service.Google Scholar
Dessant, T. (1988). Educational psychologists and the resource factor. In Jones, N. and Sayer, J. (Eds), Management and the psychology of schooling. London: The Falmer Press.Google Scholar
Faulkner, M. (1992). Vision and rationalisation: A study of the school psychology profession in the Victorian Government school system. Geelong: PhD thesis, Deakin University.Google Scholar
Faulkner, M. (1993). Paradigm and contestation in school psychology within the Victorian Education Department. Paper presented to the Fourth National Conference, Australian Guidance and Counselling Association. Adelaide, September 27, 1993.Google Scholar
Ferguson, K. (1983). The feminist case against bureaucracy. Philadelphia: Temple University Press.Google Scholar
Freire, P. (1972). Pedagogy of the oppressed. London: Penguin Books.Google Scholar
Freire, P. (1985). The politics of education. London: Macmillan Publishers Limited.CrossRefGoogle Scholar
Friedson, E. (1986). Professional powers: A study of the institutionalisation of formal knowledge. Illinois: University of Chicago Press.Google Scholar
Gold, K. (1991). Silver service. The Times Educational Supplement. London, June 7 1991, 25–27.Google Scholar
Gorz, A. (1989). Critique of economic reason. London: Verso Books.Google Scholar
Guthrie, J. (1990). The evolving political economy of education and the implications for education and evaluation. Educational Review, 42 (2), 105–117.CrossRefGoogle Scholar
Halligan, J., & Power, J. (1992). Political management in the 1990s. Melbourne: Oxford University Press.Google Scholar
Harris, K. (1982). The secondary school: Administrative wonder and educational absurdity. Social Alternatives, 2 (4).Google Scholar
Hargreaves, A. (1990). Teacher's work and the politics of time and space. International Journal of Qualitative Studies in Education, 3 (4), 310–324.CrossRefGoogle Scholar
Jacobs, A. (1986). A history of the psychology, guidance, and welfare work of the Counselling, Guidance and Clinical Services, 1947–1985. Melbourne: M Ed thesis, University of Melbourne.Google Scholar
Hillman, J. (1975). Re-visioning psychology. New York: Harper & Row.Google Scholar
Hillman, J., & Ventura, M. (1993). We've had a hundred years of psychotherapy and the world's getting worse. San Francisco: Harper Books.Google Scholar
Kemmis, S. (1990). Curriculum contestation and change: Essays on education. Geelong: Deakin University, School of Education.Google Scholar
Laffin, M. (1992). Let the managers govern: Minister-bureaucrat relationships in NSW. Australian Journal of Public Administration, 51 (4), 490–504.CrossRefGoogle Scholar
Larson, M. (1977). The rise of professionalism: A sociological analysis. Berkeley: University of California Press.CrossRefGoogle Scholar
MacLean, S. (1994). Resignations signal the need for retraining. The Age, June 14.Google Scholar
Marginson, S. (1992). Education as a branch of economics: The universal claims of economic rationalism. In Stockley, D. (Ed.), Rationalising education. Bundoora: La Trobe University Press.Google Scholar
McCallum, D. (1990). The social production of merit: Education, psychology and politics in >Australia 1900–1950. London: The Falmer Press.Google Scholar
McRae, D. (1993). Governed by Daleks, colonised by clowns. Federation News. Federated Teachers Union of Victoria, November.Google Scholar
Nielson, H. (1993). Trends in the development of school psychology in Denmark. Report by Poulson, Anders in World go round, International School Psychology Association, Copenhagen, 20 (5), 4.Google Scholar
Noble, G. (1984). Ethics, psychologists' practice and psychological theory. In Nixon, M. (Ed.), Issues in psychological practice. Sydney: Longman Cheshire Pty Ltd.Google Scholar
Norman, M. (1983). Woodleigh. Melbourne: Dove Press.Google Scholar
Norman, M. (1984). The Australian Teacher, November 4, pp.42–3.Google Scholar
Oakland, T., & Saigh, P. (1992). A survey of school psychology in developed and developing countries. School Psychology International, 13 (2), 99–129.CrossRefGoogle Scholar
Pirttiniemi, J. (1994). Values versus the development of financing in the 1990s in Finnish schools. Paper presented at the Seventh International Congress of School Effectiveness and Improvement. Melbourne, January 1994.Google Scholar
Philp, H. (1958). The concept of educational psychology. The Australian journal of Education, 2 (1), 55–62.CrossRefGoogle Scholar
Pusey, M. (1991). Economic rationalism in Canberra. Sydney: Cambridge University Press.Google Scholar
Schon, D. (1983). The reflective practitioner. New York: Basic Books Inc.Google Scholar
Sergiovanni, T. (1991). The dark side of professionalism in educational administration. Phi Delta Kappan, 72 (7).Google Scholar
Sinclair, A. (1991). After excellence: Models of organisational culture in the public service. Australian Journal of Public Administration, 50 (3), 321–332.CrossRefGoogle Scholar
Smyth, J. (1983). Notes on psychology for infant teachers. Education Gazette and Teachers Aid, Victorian Education Department, 3, 47–49.Google Scholar
Smyth, J. (1993). A socially critical view of the self managing school. London: The Palmer Press.Google Scholar
Stretton, H. (1990). Laughing all the way to the bank. Australian Society, October, 16–19.Google Scholar
Toffler, A. (1990). Powershift. New York: Bantam Books.Google Scholar
Turtle, A. (1993). Lorna Hodginson: The first psychologist in the NSW public service. Australian Historical Studies, October, 101 (25), 569–588.CrossRefGoogle Scholar
Watkins, P. (1993). Pushing crisis and stress down the line: The self managing school: In Smyth, J. (Ed.), A socially critical view of the self managing school. London: The Falmer Press.Google Scholar
Watkins, P. (1994). Knowledge and control in the workplace. Geelong: Deakin University Press.Google Scholar
Williams, R. (1993). Where have we come from? Where are we now? Technology and society. Keynote paper to Fourth National Conference of the Australian Guidance and Counselling Association. Adelaide, September 27, 1993.Google Scholar
Whitla, M., Walker, G., & Drent, A. (1992). School psychological and guidance services in Australia. Australian Journal of Guidance and Counselling, 2 (2), 1–15.Google Scholar
Yeatman, A. (1987). The concept of public management and the Australian State in the 1980s. Australian Journal of Public Administration, XLVI (4), 339–353.CrossRefGoogle Scholar
Yeatman, A. (1990). Bureaucrats, technocrats, femocrats. Sydney: Allen & Unwin.Google Scholar