Abstract:
The issue of choice of schooling in Australia has remained important since the arrival of the first European settlers in 1788. More recently the issue has been influenced by the increase in Federal funding in the private sector that has had the effect of extending the family's ability to makes choices about education. There have been a variety of community reactions to such choices and so quality research into this particular issue is of prime importance if balance is to be maintained in the debate. This paper presents the results of a qualitative research study where grounded theory was used to discover the meaning behind the choices that families make about education. Their underlying concern, the process of decision-making, and the overall focus of their actions are all theoretically presented. Grounded theory methodology provided a rigorous framework for the analysis of the data collected from families in both metropolitan and country areas and from government and non-government schools. The resultant theory will offer an interesting background to the public/private debate and to the relevant merits of each as education is increasingly perceived as a purchasable commodity.