Strengthening family-school relationships: a story about using research to develop policy and practice in Tasmania, Australia
Date
2002
Authors
Thomson, P.
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Journal article
Citation
International Electronic Journal for Leadership in Learning, 2002; 6:1-10
Statement of Responsibility
Conference Name
Abstract
It is rare for Australian public education systems to systematically find and use research on a regular basis in the processes of policy development (Slee, 1995). One exception to this rule is the Education Department of Tasmania. In 2001, I was employed as a consultant to assist in the redevelopment of the parent participation policy and my tasks were to: write a literature review and discussion paper, summarise feedback to the paper; hold face to face consultations around the island, and draft a new policy; and develop a professional development package for teachers. I am now over half way through these tasks. The focus of the project has shifted from parent participation to strengthening family-school relations and has been extended to cover the next four years. This paper tells the story of how and why these changes occurred. My narrative also describes a harmonious and productive partnership between a university researcher and an education system. This example stands in stark contrast to the experiences of many of my colleagues who find that they are increasingly censored and silenced by contractual arrangements with state and federal education systems. I speculate about why my experiences have been different.