ABSTRACT
In his challenging and provocative interpretation of contemporary Australian society, Boris Frankel (2004) seeks to dismantle many of the shibboleths surround - ing our characterization of schooling provision, as equitable and socially just. He argues that the political ecology of the continent of Australia is:
particularly hospitable to three odd and troubling species: the zombies, stalking the political landscape like the walking dead; the Lilliputions, tiny in mind and timid in their expectations . . . and finally the sadists, prowling our workplaces, bureaucracies and parliaments. (p. 9)
He argues that, contrary to the myths we tell about ourselves, there continues in Australia to be deep educational and social inequality both in terms of participation in schooling and the nature of the experienced curriculum. His line of reasoning is supported by, among others, Richard Teese (2006) who makes the case that schools should be pursuing a rigorous agenda of equal outcomes for their students. In addition, he suggests that schools facing challenging circumstances should be ready and willing to be risk takers and innovators and that they should be provided not only with resources, but also an environment where their efforts are recognized and applauded.
