Regional Development - Catherine Doherty


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  • Project funded by ARC Discovery – 2 more years … Career mobility in educational markets – how parents reconcile career opportunities in rural and remote locations with educational strategy for their children. Picture of 6 galahs – lined up along a network of flows – my transect Set up the empirical and policy problem , offer a theoretical lens then profile the nature of school markets across a transect
  • Policy enchantment with neoliberal market solutions – enabling ‘choice’
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  • Regional Development - Catherine Doherty

    1. 1. School markets and regional development: game-keeping the middle class professional. Catherine Doherty Senior Research Fellow Centre for Learning Innovation, Faculty of Education, QUT.
    2. 2. School markets and aspatial, metrocentric neoliberalism <ul><li>My School website: ( </li></ul><ul><li>‘ Firstly, it provides parents and students with information on each school – its view of itself and its mission, its staffing, its resources and its students’ characteristics and their performances. … These comparisons provide information to support improvements in schools. Among schools with similar students, those achieving higher student performances can stimulate others to lift expectations of what they and their students can achieve.’ </li></ul><ul><li>Logic of quality enhancement over time, but no logic of place in its enactment. </li></ul><ul><li>2 modes of school differentiation by place - embedded curriculum, or spatial market. </li></ul>
    3. 3. Regional development and the middle class <ul><li>Ongoing issues recruiting and retaining the middle-class professional despite lucrative incentives – ‘family issues’: </li></ul><ul><li>‘ The higher quality education resources in the larger population centres are another major reason why families often prefer to live in these centres. This is a particularly important consideration once children reach secondary school age.’ (Haslam McKenzie, 2010, p. 366) </li></ul><ul><li>MC as the counter-narrative – surplus of opportunities. </li></ul>
    4. 4. School markets and the middle class professional <ul><li>Particular MC fraction particularly invested in educational strategy for inter-generational reproduction of relative advantage: </li></ul><ul><li>‘ finding the “best” schools, the “best” universities, the most suitable peer groups within which to lodge their children’ (Campbell, Proctor and Sherington (2009) p. 23). </li></ul>
    5. 5. Space, place and mobilities <ul><li>Space of flows (Castells, 1996) </li></ul><ul><li>Place as locale of physical contiguity, in a relational network of places </li></ul><ul><li>Interdependencies of im/mobilities (Urry, 2000) </li></ul><ul><li>Gardening vs game-keeping the necessary talent </li></ul><ul><li>Choice and competition between places (Harvey, 1993) </li></ul><ul><li>Winners and losers </li></ul><ul><li>‘ Progressive’ sense of place, and the ‘power-geometry’ of differential mobilities (Massey, 1993) </li></ul><ul><li>Rural/remote/regional communities not just about stable populations </li></ul>
    6. 6. Game-keeping the middle class professional <ul><li>Readings of the school market will colour the meanings made of a place. </li></ul><ul><li>Judgements of quality, and the exercise of choice </li></ul><ul><li>Public provision may not be enough to attract the MC family </li></ul><ul><li>Short-lived success </li></ul><ul><li>Impact of both absence and presence </li></ul>
    7. 7. A transect of educational markets
    8. 8. Some conclusions <ul><li>Minimal markets vs deep markets – the local Catholic school </li></ul><ul><li>Choice sputters out over the transect </li></ul><ul><li>Relative advantage available in local markets, but not always absolute advantage </li></ul><ul><li>Boarding school mobility impacts on local outcomes </li></ul><ul><li>My School makes some things ‘transparent’ and others invisible </li></ul><ul><li>Enables the ‘place’ to be sized up from a distance – winners and losers </li></ul><ul><li>So what? </li></ul><ul><li>The limits of simplistic policy for communities differently ‘placed’. </li></ul>
    9. 9. Further research <ul><li>Interview phase – cross section of human service professionals in these communities </li></ul><ul><li>Survey phase – same professionals across Queensland </li></ul><ul><li>[email_address] </li></ul>
    10. 10. references <ul><li>Campbell, C., Proctor, H., & Sherington, G. (2009). School choice: How parents negotiate the new school market in Australia . Sydney: Allen & Unwin. </li></ul><ul><li>Castells, M. (1996). The rise of the network society (Vol. 1). Oxford: Blackwell. </li></ul><ul><li>Harvey, D. (1993). From space to place and back again: reflections on the condition of postmodernity. In J. Bird, B. Curtis, T. Putman, G. Robertson & L. Ticknew (Eds.), Mapping the futures: local cultures, global change (pp. 3-29). London: Routledge. </li></ul><ul><li>Haslam McKenzie, F. (2010). Fly-in fly-out: the challenges of transient populations in rural landscapes. In G. Luck, D. Race & R. Black (Eds.), Demographic change in Australia's rural landscapes (pp. 353-374). Dordrecht: Springer. </li></ul><ul><li>Massey, D. (1993). Power-geometry and a progressive sense of place. In J. Bird, B. Curtis, T. Putnam, G. Robertson & L. Ticknew (Eds.), Mapping the futures: local cultures, global change (pp. 59-69). London & New York: Routledge. </li></ul><ul><li>Urry, J. (2000b). Sociology beyond societies: Mobilities for the twenty-first century . London: Routledge. </li></ul><ul><li>  </li></ul>