EDUCATION GOVERNANCE REFORM IN ONTARIO: NEOLIBERALISM IN CONTEXT

Abstract

This paper explores the relationship between neoliberal ideology and the discourse and practice of education governance reform in Ontario over the last two decades. It focuses on changes in education governance introduced by successive Ontario governments: the NDP government from 1990 to 1995, the Progressive Conservative government from 1995 to 2003, and the Liberal government from 2003 until the present. The analytical approach deploys the three models of education governance identified by Bedard and Lawton (2000) – policy interdependence, administrative agency and policy tutelage – to describe differences in the policy content of the neoliberal governance reform projects undertaken by each government. The paper uses the work and recommendations of three government-appointed bodies – the Royal Commission on Learning (RCOL), the Education Improvement Commission (EIC) and the Governance Review Committee (GRC) – to capture critical shifts and tensions in governance reform strategies. Three interrelated points are offered to further the understanding of education governance dynamics in neoliberal paradigms in Ontario: first, the influence of political ideologies on approaches to governance and accountability; second, the mediating role played by government-appointed bodies; and third, the incrementalism of neoliberal reforms in education governance policy.

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