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dc.contributor.advisorHartwig, Kay
dc.contributor.authorRiek, Rowena Megan
dc.date.accessioned2018-01-23T02:49:13Z
dc.date.available2018-01-23T02:49:13Z
dc.date.issued2014
dc.identifier.doi10.25904/1912/1652
dc.identifier.urihttp://hdl.handle.net/10072/367125
dc.description.abstractThe 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.languageEnglish
dc.publisherGriffith University
dc.publisher.placeBrisbane
dc.rights.copyrightThe author owns the copyright in this thesis, unless stated otherwise.
dc.subject.keywordsNeo-liberalism in education
dc.subject.keywordsGlobal education policy trends
dc.subject.keywordsEducation policy
dc.subject.keywordsEducation curriculum
dc.titleArts Education in a Culture of Performativity: A Case Study of What is Valued in One Queensalnd School Community
dc.typeGriffith thesis
gro.facultyArts, Education and Law
gro.rights.copyrightThe author owns the copyright in this thesis, unless stated otherwise.
gro.hasfulltextFull Text
dc.contributor.otheradvisorDunn, Julie
dc.contributor.otheradvisorThomas, Sue
dc.rights.accessRightsPublic
gro.identifier.gurtIDgu1413852767698
gro.source.ADTshelfnoADT0
gro.source.GURTshelfnoGURT
gro.thesis.degreelevelThesis (PhD Doctorate)
gro.thesis.degreeprogramDoctor of Philosophy (PhD)
gro.departmentSchool of Education and Professional Studies
gro.griffith.authorRiek, Rowena Megan


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