| Abstract: | Current Australian commitments to competency‐based teacher reforms have wide acceptance. The key to this has been the affirmative stance adopted by the peak education unions and by ‘progressive’ educationalists, the nominal guarantors of recent professional advances in teaching. Since Australian approaches to ‘competencies’ are part of a more general agenda of industrialization of education, what is clearly indicated are radical changes in the way that nominally independent/critical language of education is currently being interpreted and applied: this is now being used to support an overall restructuring in which substantive (professional) forms of teacher authority are being uncompromisingly targeted. The transformations identified in this paper as having special strategic significance involve the themes of ‘school as community’ and ‘critical practice’. These have been detached from their traditional (robustly anti‐industrial) reference points and redeployed to authorize a more active (because supposedly conflict‐free) regulatory role by newly empowered managers and to advance the claim that ‘the practical’, on its own, can now be revalorized to allow real scope for creative and contextualized interventions by teachers. A strictly managerialist/technicist perspective upon schooling is thus represented as occupying the highest moral and cognitive ground. Correspondingly ruled out is the case for any real measure of educational pluralism or leamercentredness, no matter the sociocultural complexities, thereby licensing the extension to the school site itself of direct (educationally unmediated) political controls over education. As its counterpoint to the new agenda, this paper stresses the need for a robust decision‐making role by educators at all levels of policy formation, and for learner‐centred interventions which are much more than technical, whatever the processes of revalorization supposedly at work. |
