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  • Arts Education in a Culture of Performativity: A Case Study of What is Valued in One Queensalnd School Community

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    Riek_2014_02Thesis.pdf (3.146Mb)
    Author
    Riek, Rowena Megan
    Primary Supervisor
    Kay Hartwig
    Other Supervisors
    Julie Dunn
    Sue Thomas
    Year published
    2014
    Metadata
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    Abstract
    The global education policy field, characterised by neoliberalism, performativity and accountability, from which many Australian education policies are drawn, includes the adoption of mechanisms such as a high-­‐stakes testing and standardisation of curriculum in an effort to improve student outcomes. There are now competing discourses between mandated standardisation and accountability policies, manifested in polices such as high stakes testing, running parallel to social democratic policies advocating creativity, innovation and equity, resulting in tension between policy and practice, system and stakeholder. At a local level ...
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    The global education policy field, characterised by neoliberalism, performativity and accountability, from which many Australian education policies are drawn, includes the adoption of mechanisms such as a high-­‐stakes testing and standardisation of curriculum in an effort to improve student outcomes. There are now competing discourses between mandated standardisation and accountability policies, manifested in polices such as high stakes testing, running parallel to social democratic policies advocating creativity, innovation and equity, resulting in tension between policy and practice, system and stakeholder. At a local level this shapes educational perceptions and in turn corresponds to curriculum choices. This research examines the educational values of teachers, parents and students when systemically these global trends have influenced local education policy. This thesis is an in-­‐depth single case study of one metropolitan primary school community in Queensland, Australia. Using thematic analysis, the thesis examines the influences of global education policy trends on local perception and practice through curriculum theory and cultural capital theory. Through a collection of both quantitative and qualitative data, this research aimed at determining what one school community valued in terms of educational purpose, curriculum, pedagogy and assessment. Attention was given to where arts education is placed in the curriculum hierarchy at a policy and practice level.
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    Thesis Type
    Thesis (PhD Doctorate)
    Degree Program
    Doctor of Philosophy (PhD)
    School
    School of Education and Professional Studies
    Item Access Status
    Public
    Subject
    Neo-liberalism in education
    Global education policy trends
    Education policy
    Education curriculum
    Publication URI
    http://hdl.handle.net/10072/367125
    Collection
    • Theses - Higher Degree by Research

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