COVID-19 and inequities in Australian education – insights on federalism, autonomy, and access

Scott Eacott, Katrina MacDonald, Amanda Keddie, Jill Blackmore, Jane Wilkinson

    Research output: Contribution to journalArticleResearchpeer-review


    The current COVID19 pandemic has forced major adjustments, often at short notice, on schools and schooling. Educators have been working in a constantly changing environment to continue to deliver for students, families and communities all the while maintaining the necessary supports for themselves and colleagues. In Australia this has led to debates concerning when and who can close schools, the authority of schools to enact context-sensitive activities, and amplified existing inequities. Informed by a larger Australian Research Council grant focused on school autonomy and social justice, we argue that the pandemic and responses to it have highlighted the idiosyncratic nature of Australian federalism, drawn greater attention to the role of school autonomy, and amplified inequities in the access to quality education irrespective of location.
    Original languageEnglish
    Pages (from-to)6-13
    Number of pages8
    JournalInternational Studies in Educational Administration
    Issue number3
    Publication statusPublished - 2020


    • Autonomy
    • federalism
    • acces
    • equity
    • Australia
    • COVID-19

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