Reassessing the theorisation of community experience within the digitally mediated, global context

This paper argues that the changing environment in which community experience occurs requires re-theorisation within the digitally mediated, global context. A range of work has certainly emerged addressing this, but there is more to be done, including tracing a theoretical lineage of community studies.

Beginning with the early Chicago School, community was described as geographically bounded. Decades later, community experience meditated by digital technology has been commonly understood to be about virtual community. Ironically, many virtual community scholars have perpetuated the Chicago School perspective in examinations of online groupings, the only difference being that such ‘boundedness’ now referred to relatively fixed locations in cyberspace.

As an emerging alternative, a parallel range of literature has focused upon the immersion of ICT-mediated social relations into everyday life. It is argued that Wellman’s networked individualism provides a way to integrate the online/offline mediated social experience, however it is not a sufficiently complete metaphor to describe spatially distributed, mediated community experiences. From the work of Robert Park, a member of the early Chicago School, the idea of the social ‘ecology’ of place can be adapted to provide a connecting thread into digitally mediated ecologies of community experience. 

Maintaining the integrity of public education : a comparative analysis of school autonomy in the United States and Australia

This article takes a critical comparative approach to examining autonomous schooling in the United States and Australia. Amid the market imperatives currently driving education priorities, its focus is on how autonomy can be mobilized in ways that preserve the integrity of public education. Through reference to key debates and research about school autonomy in the United States and Australia, integrity is defined with reference to three values: (1) public ownership (i.e., governance that is responsive to the people it serves), (2) equity and access (i.e., adequate funding and inclusive student admission practices), and (3) public purpose (i.e., prioritizing the moral and social purposes of education; Darling-Hammond and Montgomery 2008). The analysis is mindful of the resonances and differences between the education systems in the United States and Australia and the fluidity and complexity of the notion of autonomous schooling. Against this backdrop, the article illustrates the significance of embedding these values within school autonomy policy in order to preserve the integrity of public education.