The paper explores the policy logics of privatisation through service provision for students with English as an Additional language or dialect (EAL/D) in the state education system of Queensland, Australia. In the context of EAL/D, specifically targeted policy has been subsumed by a broader umbrella or meta-policy of inclusion, whilst at the same time, funding support for EAL/D learners is substantial. The devolution of EAL/D support to individual schools through autonomous targeted funding results in policy ‘everywhere’, distributed across broad portfolios dedicated to ensuring schools provide quality education services for all learners, but also ‘nowhere’, lacking systemic support and detail on how inclusion should be enacted for EAL/D and with no accountability placed on schools to demonstrate that they are addressing EAL/D learner needs. The co-location of EAL/D policy with a broad systemic policy of inclusion, the absence of systemic professional support, combined with devolution to school sites has had real effects on the policy in practice. The analysis demonstrates there is the potential opening of EAL/D provision to market forces at school sites, where the private sector can potentially sell commercial ‘solutions’ directly to schools, which have greater autonomy over one-line budgets. Copyright © 2022 Informa UK Limited, trading as Taylor & Francis Group.
|Journal||Journal of Education Policy|
|Early online date||12 Feb 2022|
|Publication status||E-pub ahead of print - 12 Feb 2022|
CitationCreagh, S., Hogan, A., Lingard, B., & Choi, T. (2022). The ‘everywhere and nowhere’ English language policy in Queensland government schools: A license for commercialisation. Journal of Education Policy. Advance online publication. doi: 10.1080/02680939.2022.2037721
- English as an additional language (EAL)
- Structural reform
- Policy enactment