AN ANALYSIS OF PARENTAL ENGAGEMENT IN CONTEMPORARY QUEENSLAND SCHOOLING Kym Macfarlane Bachelor of Education Diploma of Teaching (Early Childhood) Centre for Learning Innovation Faculty of Education Queensland University of Technology - Doctor of Philosophy 2006 i Queensland University of Technology Doctor of Philosophy Thesis Examination Candidate Name: Kym Majella Macfarlane Centre: Centre for Learning Innovation Supervisors: Professor Erica McWilliam Dr Daphne Meadmore Dr John Knight Thesis Title: AN ANALYSIS OF PARENTAL ENGAGEMENT IN CONTEMPORARY QUEENSLAND SCHOOLING Under the requirements of the PhD Regulation 16.8, the above candidate presented a final seminar that was open to the public A Faculty Panel of two academics attended and reported on the readiness of the thesis for external examination The members of the panel recommended that the thesis be forwarded to the appointed Committee for examination Name: …………………………………… Signature: …………………………………… Panel Chairperson (Principal Supervisor) Name: …………………………………… Signature: …………………………………… (Panel Member) ii The work contained in this thesis has not been previously submitted for a degree or diploma at any other higher education institution To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made Signed: ………………………………………………………………… Date: …………………………………………………………………… iii KEYWORDS Case study, genealogy; bricolage; discourse; truth; power; governmentality; discourse analysis; performativity; propriety; pedagogicalisation; responsibilisation; Foucauldian theory; poststructuralism; Bourdieu; habitus; capital; field; game iv Foucault; ABSTRACT This thesis examines an instance of the failure of a parent-led bid for a new local school in Queensland at the end of the last millennium This parent-led and school-endorsed initiative failed despite a policy climate that appeared actively to encourage such initiatives from government funded school communities The work shows that the parents of Sunnyvale College, (a pseudonym), were both encouraged by the policy environment and discouraged by the response given to their new schooling initiative, from being full educational partners in the process of the schooling of their children The unanticipated failure is investigated as a case study of parent engagement set against a background of relationships between government and particular educational stakeholders in that time and place It examines how these relationships are played out in this context and what the implications of this are for contemporary relationships of this type Because the approach to the case study is not based on any assumption that the “failure” was the outcome of a pernicious state, the investigation acknowledges the discontinuous nature of such educational relationships and thus, refuses notions of linearity and continuity The case study approach draws on poststructuralist scholarship, in particular the work of Michel Foucault (1979-84), who is the key theorist informing the investigation Foucault’s theories relating to truth, power and governmentality, are of particular interest and are used as a basis for argument and analysis The case study is conducted in three key parts First, the study brings together an overarching framework of interpretive and theoretical bricolage, which works to allow multiple theoretical perspectives and understandings to inform the process of investigation Second, there is an acknowledgement of the importance of history and also, of historical contingency, in the production of events such as this failure Thus, there is an historical account of the establishment of schools in Queensland, particularly in the 1990s, and an exploration of the differences in the establishment process across this decade This exploration is undertaken by working backwards through relevant archival documents and other data in order to highlight the discontinuous nature of such processes This means that parent/school relationships are historicised, using a macro and micro analysis to understand how such relationships have v been produced over time The case in question is situated within this historicising, allowing for an exploration of its nature and setting, its historical background, the roles of particular individuals, and the processes and procedures that were important in the development of the case The third part of the study involves re-theorising parent/school relationships in contemporary contexts The main argument of the case study is that there was a shift in the discursive constitution of schooling that was taking place at the very time that the initiative was undertaken in 1997 It is argued that the school community in question was working out of a set of assumptions about school partnerships, which had already been substantially reinscribed by a new discursive system This new system reframed “choice” and “community” in terms of the “performative” rather than the “democratic” school The main arguments and findings in the case study are then used to re-theorise parent/school relationships in post-millennial Queensland, particularly in relation to policy reform This retheorising is conducted in the form of a discourse analysis of current federal and state government policy and other types of data, which are relevant to schooling in contemporary contexts Various interpretive and theoretical perspectives are used in this process of retheorising, including notions of performativity (Ball, 2003a, 2003b, 2004), responsibilisation (Rose, 1990, 1999, 2000) and pedagogicalisation (Popkewitz, 2003) Such notions are employed to build on the lines of inquiry that develop as a consequence of the use of Foucauldian theory in the earlier part of the study These concepts are also used to develop new epistemological understanding of parent/school relationships in contemporary contexts The work of Pierre Bourdieu (1984, 2001) further assists in the conceptualisation of parent engagement in schooling as a game played on the field of schooling As a consequence of this re-theorising, it is argued that parent engagement in schooling is a focus of increased attention on the part of educational stakeholders and is increasingly demanded by way of increased levels of responsibilised participation This trend raises questions about the levels of fatigue and anxiety that could result for parents as a consequence of such demanding levels of performance Additionally, an argument is presented that “performative” parenting is a prescribed set of activities, not an open invitation vi to leadership and high-level decision-making Thus, as previously mentioned, choice is always already framed, as “proper” parents make “informed” choices with regard to their children’s schooling This thesis concludes that “performative” schools offer new and problematic subject positions for “performative” parents, which are inviting more engagement but constraining the type of partnership that is possible between parents and schools vii ACKNOWLEDGEMENTS During the writing of this thesis I have received a great deal of support and encouragement from many individuals to whom I owe heartfelt thanks To Professor Erica McWilliam whose support and friendship have sustained me on the journey to the completion of this work It is no exaggeration to state that this project would not have been completed without her encouragement and enthusiasm throughout some very tough times Her dedication and appreciation for my research inspired me to continue when it seemed impossible To Dr Daphne Meadmore, I express thanks for her encouragement and valuable comments in relation to my work Her intelligence and knowledge of poststructuralist theory gave me a sound base to work on Her patience with my slow understanding was also very commendable Finally, to Dr John Knight whose editorial work and supervisory support was exceptional and proved indispensable in the later stages of the work My special thanks to him for his support, at the emotional, last stages of the process The generous support of Associate Professor Nicholas Buys and Dr Jayne Clapton has had no small role in the completion of this thesis Their constant encouragement to achieve completion and assistance throughout difficult times has allowed me to remain focused and to enjoy many opportunities to present my work both in this country and overseas Additionally, I thank Jayne further for sharing with me her insight and understanding of parent fatigue Special thanks also must go to my colleagues in the School of Human Services at Griffith University who have encouraged me and convinced me that the end is nigh! They will no doubt be pleased that it is I would like to express appreciation to my mother and father, Kath and Leo Barber, for their belief in the importance of education and to my brother Peter for his intelligent conversation I am also grateful to my friends, particularly Trish, Gay, Marty, Sally and Mark, who were ‘unfree’ to decide to join me on this time-consuming journey Finally, thank you to my husband Ian, whose belief in me never waivers and to my children Sarah, Jacob, Kimberley, Caitlin, Lachlan and to my granddaughter Bailey Rose, who were viii never patient and demanded my time and attention no matter how engrossed I should have been This, after all, is their right ix TABLE OF CONTENTS KEYWORDS IV ABSTRACT V ACKNOWLEDGEMENTS VIII List of Tables xii List of Figures xii CHAPTER 1: PARENT ENGAGEMENT IN SCHOOLING: FROM CONTINUITY TO DISCONTINUITY INTRODUCTION THE CASE THE STUDY RESEARCH DESIGN DESIGN COMPONENTS Historicising parent/school relationships Beyond orthodoxy 11 RE-THEORISING PARENT/SCHOOL RELATIONSHIPS 13 HOW GOVERNMENT SPEAKS PARENT CHOICE 15 THESIS FRAMEWORK 19 CHAPTER 2: INVESTIGATING THE CASE AS AN ANOMALY 29 INTRODUCTION 29 Policy Slippage .31 Federal/State Relations 34 “State” theory 36 “Random causes” .38 “SITUATING” THE RESEARCH 40 USING CASE STUDY AND BRICOLAGE 45 Bricolage 46 Chapter conclusion 49 CHAPTER 3: THINKING DISCONTINUOUSLY 50 INTRODUCTION 50 UNDERSTANDING GENEALOGY 50 UNDERSTANDING “TRUTH” 55 Good schooling as discourse 56 UNDERSTANDING POWER 59 UNDERSTANDING GOVERNMENTALITY 65 NAVIGATING THE JOURNEY 69 The discontinuous path 71 Chapter conclusion 72 CHAPTER 4: SCHOOL, COMMUNITY, PARENT .74 INTRODUCTION 74 Modes of engagement 75 Governance in Australia 77 The Queensland position 78 Inviting “Participation” 80 Answering the call: selective community “involvement” .83 A call to arms: battling for participation 85 Localising Power .89 Confirming participation: deafening silences 95 The emergence of grass roots participation .97 x Lingard, R (2000) 'Federalism in schooling since the Karmel Report (1973), Schools in Australia: From modernist hope to postmodernist performativity', The Australian Educational Researcher, vol.27, no.2, pp.25-61 Lingard, R., Hayes, D and Mills, M (2000) ‘Developments in school-based management: the specific case of Queensland, Australia,’ Journal of Educational Administration, vol 40, no 1, pp 6-30 Lingard, R and Rivzi, F (1992) ‘Theorising ambiguities of devolution’, Discourse, vol.13, no 1, pp 111-123 Lloyd, G (1998) ‘Battlelines’, Courier Mail, 26th January, p.11 Lovat, T.J and Smith, D (1995) Curriculum: Action on reflection revisited, Australia: Social Science Press Lyotard, J F (1984) The postmodern condition, Manchester: Manchester University Press Lunn, H (1984) Johannes Bjelke-Petersen: a political biography, St Lucia, Queensland: University of Queensland Press McArdle, F (1999) ‘Art and young people: doing it properly’, Contemporary Issues in Early Childhood, vol 1, pp.102-105 Macfarlane, K (2003) ‘Governing Communities: The real possibility of parent choice in schooling’, paper presented at New Zealand/Australian Association of Research in Education Conference, Auckland, New Zealand, 29th November – 3rd December Macfarlane, K (2004) ‘Recognising parent fatigue’, Perspectives on Educational Leadership, vol 14, no 8, pp.1-2 326 Marginson, S (1985) ‘The collapse of the 1973 Karmel consensus’, Report to the Australian Teachers Federation, Canberra, 9th December Marginson, S (1996) ‘Marketisation in Australian schooling’, Oxford studies in comparative education, vol 6, no 1, pp 111-127 Marginson, S (1997) Markets in education, St Leonards, NSW: Allen & Unwin Martin, J (1996) ‘Corporatisation and community service obligations: Are they incompatible?’, Australian Journal of Public Administration, vol 55, pp 111-117 Masters, G (2004) ‘Six of the best for highly effective schools’, Courier Mail, 22nd January, p 25 Mayer, E.A (1992) Putting general education to work: the key competencies report, Melbourne: Australian Education Council and Ministers for Vocational Education, Employment and Training McLeod, J (2000) ‘Qualitative research as bricolage’, paper presented at the Society for Psychotherapy Research Annual Conference, Chicago, 22nd June McWilliam, E (1987) Standing up and being counted – The reconstructed intellectual right and Australian education, Unpublished paper, University of Queensland McWilliam, E (1997) ‘Beyond the missionary position: Teacher desire and radical pedagogy’, in Todd, S (ed.) 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Thesis Title: AN ANALYSIS OF PARENTAL ENGAGEMENT IN CONTEMPORARY QUEENSLAND SCHOOLING Under the requirements of the PhD Regulation 16.8, the above candidate presented a final seminar that was... of schooling As a consequence of this re-theorising, it is argued that parent engagement in schooling is a focus of increased attention on the part of educational stakeholders and is increasingly... in the marketplace as a means of meeting diverse needs of the community and determining quality in schooling These trends culminated in 1996 in an explicit government invitation to parents to