A Case for Radical Pragmatic Leaders and Personalised Learning Schools - Risky Public Policy Business

Andrew Bills

Thousands of young people from disadvantaged backgrounds are forsaking education in secondary mainstream schools across Australia. This book uses a sociological and lived experience phenomenological lens to examine public policy that is working against school inclusion, learning engagement, and post-school opportunity. The school case studies highlighted here the damage done and the opportunity for refreshed policy approaches to address this malaise.


PUBLICATIONS

Bills, Andrew, Howard , Nigel, Hattam Sarah "Problematising “World Class” public education policy in South Australia: Insights for education policy makers" Journal of Educational Leadership, Policy and Practice, vol. 38, no. 1, Sciendo, 2024, pp. 22-45. https://doi.org/10.2478/jelpp-2023-0008

Howard, N., Price, D. (2022). Imagining an Education System Responsive to Young People’s Needs: Past, Present and Future Positioning of Youth and Young People. In: Price, D., MacGill, B., Carter, J. (eds) Arts-based Practices with Young People at the Edge . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-04345-1_2

Howard, N. (2022). Negotiating Capabilities: A New School Design for Transition to Work. In: Price, D., MacGill, B., Carter, J. (eds) Arts-based Practices with Young People at the Edge . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-04345-1_7

Bills, A., Armstrong, D. & Howard, N. (2018). ICAN-FLO and the wicked problem of educational exclusion in South Australia – problem or solution? Australian Education Researcher

Bills, A., & Howard, N. (2019) Being together’ in learning: A school leadership case study evoking the relational essence of learning design at the Australian Science and Maths School.  Indo-Pacific Journal of Phenomenology release 19 (1)

Bills, A., & Howard, N. (2017). Social inclusion education policy in South Australia: What can we learn? Australian Journal of Education, 61(1), 54-74. 

Bills, A. M., & Howard, N. (2016). What then must we do? Rethinking social inclusion policy for educational attainment in South Australia. The Journal of Educational Enquiry, 15(1).

Hattam, RJ. & Howard, N. (2003) ‘Engaging Lifeworlds : public curriculum and community building’, in Rethinking Public Education: Towards A Public Curriculum, Post Pressed, Flaxton, Qld, pp. 75–94.