dc.contributor.advisor | Hartwig, Kay | |
dc.contributor.author | Riek, Rowena Megan | |
dc.date.accessioned | 2018-01-23T02:49:13Z | |
dc.date.available | 2018-01-23T02:49:13Z | |
dc.date.issued | 2014 | |
dc.identifier.doi | 10.25904/1912/1652 | |
dc.identifier.uri | http://hdl.handle.net/10072/367125 | |
dc.description.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 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. | |
dc.language | English | |
dc.publisher | Griffith University | |
dc.publisher.place | Brisbane | |
dc.rights.copyright | The author owns the copyright in this thesis, unless stated otherwise. | |
dc.subject.keywords | Neo-liberalism in education | |
dc.subject.keywords | Global education policy trends | |
dc.subject.keywords | Education policy | |
dc.subject.keywords | Education curriculum | |
dc.title | Arts Education in a Culture of Performativity: A Case Study of What is Valued in One Queensalnd School Community | |
dc.type | Griffith thesis | |
gro.faculty | Arts, Education and Law | |
gro.rights.copyright | The author owns the copyright in this thesis, unless stated otherwise. | |
gro.hasfulltext | Full Text | |
dc.contributor.otheradvisor | Dunn, Julie | |
dc.contributor.otheradvisor | Thomas, Sue | |
dc.rights.accessRights | Public | |
gro.identifier.gurtID | gu1413852767698 | |
gro.source.ADTshelfno | ADT0 | |
gro.source.GURTshelfno | GURT | |
gro.thesis.degreelevel | Thesis (PhD Doctorate) | |
gro.thesis.degreeprogram | Doctor of Philosophy (PhD) | |
gro.department | School of Education and Professional Studies | |
gro.griffith.author | Riek, Rowena Megan | |