Reply to O'Neill: The Privatisation of Public Schooling in New Zealand

Autor/in	Strathdee, Rob
Titel	Reply to O'Neill: The Privatisation of Public Schooling in New Zealand
Quelle	In: Journal of Education Policy, 26 (2011) 5, S.721-724 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2011.587543
Schlagwörter	Stellungnahme; Educational Finance; Foreign Countries; Public Sector; Public Education; Privatization; Political Attitudes; Educational Policy; Educational Change; Contracts; Commercialization; Trend Analysis; Criticism; New Zealand + Suchen Sie Ihr Suchwort? Bildungsfonds; Ausland; Öffentlicher Sektor; Öffentliche Erziehung; Privatisation; Privatisierung; Political attitude; Politische Einstellung; Politics of education; Bildungspolitik; Bildungsreform; Vertrag; Trendanalyse; Kritik; Neuseeland
Abstract	In a recent contribution to this journal, John O'Neill (2011) argues that recent privatisation practices in New Zealand public schooling are evidence of a small, but growing, influence of neo-liberalism on New Zealand's public education. The focus in his paper is on the active enablement of non-government provision of public education through, for example, awarding public funding to private companies to deliver educational services (rather than the withdrawal of government support for the provision of education altogether). O'Neill presents two recent cases to provide empirical evidence that this kind of privatisation is growing. The first case used is the commissioning of assessment policy advice, which he claims has introduced a new ethic into public education. The second "case" presented by O'Neill, as evidence of active enablement, is data showing that the proportion of contracts awarded to for-profit companies/contractors has increased over the period 2001-2008, at the expense of public sector organisations. In this response, the author examines both O'Neill's arguments and the evidence he uses to support them. Notably, the author challenges O'Neill's assertion that his examples illustrate recent developments, questions O'Neill's interpretation of his own data, and argues that O'Neill has not properly considered alternative explanations for the trends he claims to have discovered. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10