Marketing education in the postmodern age

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Abstract
This paper demonstrates that Australian public education is taking up a series of market identities and raises a number of selected matters that caused us concern as we both surveyed the field and the available critical literature and considered the social justice issues which are raised by markets in education. These matters are, first, the inadequacy of current conceptual, frameworks for categorizing various developments and, second, the relative blindness of commentators to the connections between the growth of markets in education and certain wider cultural as opposed to economic shifts. It seems to us that some more recent forms of education markets raise social justice issues that the literature has either not engaged or has engaged in a rather restricted manner. We will identify some of these in the process of exploring the possibilities which theories about postmodernity provide both for explaining the rapid momentum and acceptance of the market lexicon in education in Australia and elsewhere and for predicting possible future trends. Much of what we say arises from research‐in‐progress. It is therefore tentative, exploratory, speculative and open ended. Our purpose in raising these matters at this stage is to generate discussion which will assist us all to answer at least some of the pressing questions posed by the marketization of education.

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