It has been more than twenty-five years since publication of David Snow, Burke Rochford, Steven Worden, and Robert Benford's article, "Frame Alignment Processes, Micromobilization, and Movement Participation" in the American Sociological Review (1986). Here we consider the conceptual and empirical origins of the framing perspective, how its introduction fundamentally altered and continues to influence the study of social movements, and where scholarly research on social movement framing is still needed.
The devolution of public sector schooling systems has been a feature of education reform since the 1980s. In Western Australia, the Independent Public School (IPS) initiative has recently been installed, announced by the state government in 2009. Now over 80 percent of the state's public school students attend IP schools. Drawing on interview data from a broader study of devolution and the conditions of teachers' work, this article explores the cases of two schools -one IPS and one non-IPS. While both schools were ostensibly disadvantaged, they proved to be highly contrasting schooling sites, responding to the school marketplace in markedly different ways. We consider the ways in which the IPS initiative is contributing to the operation of market dynamics within the public school sector in WA, and argue that it has created new mechanisms for the residualisation of particular, and specifically non-IP, schools. Furthermore, while one school was apparently more of a 'winner' within the school marketplace, as it was attracting increasing student enrolments, we query what it might actually mean to 'win' in such a policy settlement, with staff at both schools reporting significant dissatisfaction in their work.
Australian public school teachers work some of the longest weekly hours among Organisation for Economic Co-operation and Development countries, particularly in the state of New South Wales where average hours are officially in, or near, the statistical category of ‘very long working hours’. These reports of a high workload have occurred alongside recent policy moves that seek to devolve responsibility for schooling, augmenting teacher and school-level accountability. This article explores changes in work demands experienced by New South Wales teachers. As part of a larger project on schools as workplaces, we examine teaching professionals’ views through interviews with teacher union representatives. Consistent with a model of work intensification, workload increases were almost universally reported, primarily in relation to ‘paperwork’ requirements. However, differences in the nature of intensification were evident when data were disaggregated according to socio-educational advantage, level of schooling (primary or secondary) and location. The distinct patterns of work intensification that emerge reflect each school’s relative advantage or disadvantage within the school marketplace, influenced by broader neoliberal reforms occurring within the state and nation.
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