Project title: Relational Inquiry into the Provision of Schooling (RIPS)
Chief Investigators: A/Prof Scott Eacott (UNSW)
Research Assistants: Dr Felipe Munoz Rivera
Higher Degree Researchers: TBC
Funding source(s): Pending
Overview: How to deliver equitable and inclusive education at scale has been an enduring issue for governments and system worldwide. Substantial data is generated to meet expectations for international (e.g., Sustainable Development Goal 4) and national level (e.g., Alice Springs (Mparntwe) Declaration) goals yet rarely does this give a comprehensive analysis of schooling. Drawing on the emerging field of relational studies, and particularly the relational approach, this program of research has developed a novel approach – Relational Inquiry into the Provision of School (RIPS) analysis. Weaving education, social, economic, geographic, demographic, and historical data to better understand the provision and impact of schooling on communities, RIPS is an innovative and generative approach. Current projects undertaking RIPS analysis include small public schools in New South Wales, Steiner Education Australia, Montessori Australia, schools for specific purposes (SSP) in New South Wales, among others. The evidence generated through RIPS analysis is vital for optimising operations and assisting governments, systems and school boards to make informed decisions balancing the needs of many while providing high-quality and equitable education for all.
Status: ongoing – including plans to expand the project internationally.
Outputs: pending – with multiple publications under review or in-preparation