THE study investigates restructuring initiatives in schooling systems. In examining the policy context of school restructuring, interviews were conducted with high status educational stakeholders in a number of Australian states and were analysed thematically. A number of themes are discernible in the discourses of restructuring. Two of particular interest here are the themes of continuity/discontinuity, fragmentation/integration which facilitate illustrative examples of the way restructuring is being implemented and construed within state systems of education. A key question within this analysis is ‘Who benefits from the restructuring initiatives currently being undertaken?’. The issue of supposed benefit is therefore explored and the nuances of difference among restructuring initiatives in educational systems are identified.
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