Re-thinking accountability measures for secondary school arts in England: lessons we could learn from New Zealand

Kinsella, Victoria and Thorpe, Vicki (2020) Re-thinking accountability measures for secondary school arts in England: lessons we could learn from New Zealand. Arts Education Policy Review. ISSN 1063-2913

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Abstract

This paper, a critical examination of educational concepts, policies and practices, presents findings from research into the impact of accountability agendas on teacher professionalism and pedagogic practices. The study, theoretically framed through Halstead’s (1994) notions of contractual and responsive accountability, and Gramsci’s (1971) hegemonic practices, examined secondary arts teachers’ pedagogical autonomy and professionalism in England and New Zealand. We provide an overview of current education policy contexts in both countries, and their impact upon secondary school arts education (years 11-16). Drawing from interview data from 15 England and New Zealand teachers we offer a critique and innovative counter-narrative for the accountability measures currently dominating English schooling. Drawing together perspectives from both jurisdictions, we suggest more inclusive, democratic and responsive assessment and performative measures for the English context.

Item Type: Article
Identification Number: https://doi.org/10.1080/10632913.2020.1848948
Date: 30 November 2020
Uncontrolled Keywords: Policy, arts education, secondary, accountability, hegemony
Subjects: W900 Others in Creative Arts and Design
X100 Training Teachers
X900 Others in Education
Divisions: Faculty of Health, Education and Life Sciences > School of Education and Social Work
Depositing User: Victoria Kinsella
Date Deposited: 10 Nov 2020 10:50
Last Modified: 30 Nov 2020 16:07
URI: http://www.open-access.bcu.ac.uk/id/eprint/10259

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