Public knowledge: public education: Northland Secondary College versus the State |
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| Authors: | Tony Knight |
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| Institution: | Graduate School of Education , LaTrobe University, Bundoora , Victoria 3083, Australia E-mail: t.knight@latrobe.edu.au |
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| Abstract: | Large‐scale cuts to the education budget were a primary focus for the newly elected State Liberal party in Victoria, Australia in 1992. Northland Secondary College, a Melbourne urban school of 474 students, had been selected for closure. Northland had long defined itself as a ‘community school’, with a strong commitment to and success in meeting the needs of Aboriginal (Koori) students. This local community reacted strongly to news of closure, and for a period of two years resisted the full weight of the State through a series of course procedures, and public defiance. During this period, Northland maintained a Rebel School conducted by volunteer teachers. The school and local community sought to expand the concept of accountability as defined by the State. They directly challenged the increasing trend towards centralizing, and what they perceived as the homogenization of the curriculum. At the heart of core concerns to the school community was a deep commitment to maintain and participate in decisions defining important educational knowledge. It was a staunch defence of local needs. The present corporate model of administrative governance directing State schooling proved inadequate in dealing with the plurality and hybridity of this modern community, and, in particular, one inhabited with urban Aboriginal cultures. |
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