The Munn Report's style of thought owes much to the kind of philosophy of education which came into vogue in the 1960s. In particular, the work of Professor Peters and Professor Hirst seems to have had an undue and unhelpful influence. (Author)

A response to Darling's critique of the Munn Report, pages 25-32 of this journal issue. (SJL)

Critical analysis of the European Union's (EU) policy toward a learning society involving eight countries. Presents a theoretical framework composed of three different aspects of learning-society policy debate: economic, political, and cultural. Suggests that EU policy for a learning society is unstable and complex. (Contains 56 references.) (PKP)

In the years following Paulo Freire's death in May 1997, there has been no shortage of published material on his work. From brief tributes and biographical accounts to full-length critiques in academic journals and books, much has been written about this influential scholar and activist. Part of the explanation for this ongoing interest lies in…

This paper outlines a case for the reconfiguration of the public sphere as discursive space, arguing that such a reconfiguration better enables investigations into public debates on education. The paper focuses on one such investigation, which studied one newspaper's reporting of a review of the school curriculum in Queensland, Australia. It…

Suggesting that James Coleman's paper on massive school desegragation reveals methodological flaws of such magnitude that they raise serious questions as to the validity of the conclusions, this paper addresses a full sequence of perceived methodological errors found in the Coleman document, but does not dismiss the conclusions based upon initial…

This paper introduces the reader to think tanks, institutes, foundations, and their roles in shaping U.S. educational policy. Quite simply, think tanks, institutes, and foundations are nonprofit organizations that both produce and rely on research and expertise to aggressively influence the public, political leaders, and policy. Via an analysis of…

This book on educational standards describes how standards create more harm than good, and it takes to task the pro-standards movement. The volume opens with a discussion of what is wrong with standards, claiming that the push for standards generally results in long lists of facts that are freighted with cultural baggage and are typically the…

Offers a descriptive analysis and critical evaluation of multicultural education policy and practice. It examines the three ideological systems for viewing assimilation as proposed by M. M. Gordon: "anglo-conformity"; "melting pot"; and "cultural pluralism." The author includes discussions of two educational policy…

This paper critically examines a recent book about the University of Melbourne. It uses this as a case study to explore traditional conceptions of the university in the Western tradition, and aspects of the Australian debate about government policies and institutional strategies.

This paper seeks to extend work previously published that points to the importance of rhetorical analysis to policy studies. It argues against the notion that policy can be dismissed as 'spin' and explores further the work of rhetoric within the UK government's policy texts of lifelong learning. For the authors, rhetorical analysis helps to point…

This article suggests that difficulties in the implementation of internationalization policies in higher education can be explained by the fact that universities are guided by divergent understandings of the term "internationalization" as well as by diverging or even contradictory ideologies. This text, therefore, critically singles out and…

This article is neither a study nor a review; rather, it is a thought piece from a contributing editor concerning issues associated with the state of gifted child education, as it exists today in the shadow of the effects of No Child Left Behind (NCLB). The primary purpose of this article is to stimulate thought, discussion, and action concerning…

The present paper reviews the literature regarding time-out interventions employed in home, school, and clinical settings. Characteristics examined include types of time-out, populations and settings, legal implications, and research implications. Policy recommendations for teachers, parents, and clinicians regarding time-out interventions are…

The SACE Review report, Success for All, completely ignores two important issues, namely, (a) the portability of the certificate, and (b) the nature of secondary schooling in a future that is set in a global world. The Review saw the South Australian education system operating in a context that was limited to the geographical and cultural…