Three market articulations: Implications for teachers' work

Year: 1996

Author: Mander, Alison, Hatton, Elizabeth

Type of paper: Abstract refereed

In this paper, our focus is on market articulations. Connell et al. (1982) identify one form of market articulation; namely, that through which Australia's ruling class and elite private schools are articulated. This traditional articulation enables ruling class parents to influence and determine school policies and practices in ways which secure benefits for their children. This traditional market relationship means that the elite private schools are sensitive to trends in consumer demand. Principals' and teachers' work are clearly directly shaped by this market articulation. With an increasing emphasis in Australia on selling education to, amongst others, Asian consumers, market articulations have proliferated. In this paper we identify three educational market articulations now evident in Australia. Each has implications for the shape of principals' and teachers' work. The first is a straightforward, traditional market articulation in which the principal acts as the parents' agent, philosopher and friend (Connell et al., 1982), the second is quasi market articulation in which the principal has a dominant role as educator, and the third is an entrepreneurial market articulation in which the principal plays out his role as a charismatic business leader. Each of these articulations shapes teachers' work in ways which impact on the quality of student learning.