Abstract
New Zealand has its educational roots in 19th and 20th century British educational systems with close similarities between English and New Zealand secondary school education structures. In the last two decades, however, secondary school education in both countries has experienced multiple and sometimes radical reforms. Educational policy has diverged markedly at times. In this article, we present the findings of research into the professional autonomy of 15 secondary school music, art and drama teachers from England and New Zealand. The aim was to explore whether educational policy impacts arts teaching practice, and to what extent teachers in both countries believe themselves to be professionally autonomous. Findings suggest despite similarities between jurisdictions, England teachers report a highly performative regime that restricts, governs and isolates them and the subject in school. This contrasts a progressive, even permissive, professional environment where the New Zealand teachers believe their students? needs come first and feel primarily accountable to their local and disciplinary communities.
Original language | English |
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Journal | Journal of Curriculum Studies |
DOIs | |
Publication status | Published (VoR) - 19 May 2020 |
Keywords
- arts
- teaching
- professionalism
- performativity
- assessment
- autonomy