ABSTRACT
Much of the rhetoric of ‘restructuring’ and ‘reform’ in relation to education and schooling over the last decade has been couched in the language of crisis, calling for school renewal and improvement. We assert that there is no crisis in Australian primary education in relation to the relative effectiveness of the teaching workforce. As borne out by evidence emanating from recent survey data (Schools Council, 1995b), Australia’s primary teacher workforce is highly productive, competent and sufficiently professional to critique policy implementation in the light of the pragmatics of their work, that is, of primary schooling.
