Regulatory Discourses in Education

Abstract

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Risky choices: the dilemmas of introducing contemporary art practices into schools

“…The conundrum that results is that of being 'forced' to behave as free, which he likens to the idea of a constitutional monarch: we only formally decide that which has already been determined for us (Zizek 2009, 27), resulting in cynicism like that expressed by Chomsky: 'It is only when the threat of popular participation is overcome that democratic forms can be safely contemplated' (Chomsky, quoted in Zizek 2009, 26). This is a paradox that is often reiterated in the dilemmas encountered by schools that are keen to be democratic and inclusive yet find themselves compelled to maintain the authority of the regulatory systems to which they also have to conform (Dunne 2009;Brown, Atkinson, and England 2006).…”

“…There have been many critical responses to the dominance of assessment and regulation in the learning process (Brown, Atkinson, and England 2006;Craft and Jeffrey 2008;Torrance 2007;Chitty 2007), yet pedagogical models that have been pejoratively described as assessment as learning (Torrance 2007) are now commonplace at all phases of compulsory education in the United Kingdom. In Murphy's historical and theoretical accounts of bureaucratisation, his nuanced Habermasian study of the boundaries of control and accountability alerts us to the 'fault lines' 'where system imperatives overstep their boundaries', especially in the area of intersubjectivity (2009,691).…”

Artists Becoming Teachers: Expressions of Identity Transformation in a Virtual Forum

“…Despite the 'applied' arts epithet, these disciplines operate under strikingly similar value systems, where innovation and social or artistic critique are privileged. These features and value systems, reifications in Wengers' terms, are strikingly at odds with the heavily regulated teaching institutions (Brown et al, 2006) that the students are joining and developing identifications. They are necessarily on an 'inbound trajectory' (Wenger, 2005, p.154) whereby they are negotiating the concepts of the performance of professionalism as they are specifically reified and articulated by the institution -codes of behaviour, dress, language etc.…”

“…As Brown et al (2006) explain, utilising Butler's theories of subjugation, the desiring subject 'seeks the sign of existence (as a teacher) outside of itself in official training discourse'. Yet Kelly's post can also be read as a sexualised performance of resistance to subjugation through the VLE forum, even as she succumbs to the authority of the practice and the institution.…”

Becoming Teachers’ Little Epics: What digital storytelling might reveal

“…More than a decade has passed since Britzman's original 1991 edition of Practice Makes Practice was revised; yet, the notion of education as psychic crisis remains largely unacknowledged (Brown, Atkinson & England, 2006 (Britzman, 2006;Brown et al, 2006;Pinar, 2011;Taubman, 2012;Young & Boyd, 2010). In this context, our digital storytelling assignment intersects with what is largely shut out of the popular discourse of teaching: challenges to the cultural myths of teaching and explicit attention to feelings of loss and failure (see Figure 2).…”