Regulation and Recognition in Education Discourses

Autor/in	Thomas, Beth A.
Titel	Regulation and Recognition in Education Discourses
Quelle	In: Studies in Art Education: A Journal of Issues and Research in Art Education, 55 (2014) 2, S.177-181 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3541
Schlagwörter	Stellungnahme; Academic Standards; State Standards; Educational Assessment; Art Education; Discourse Analysis; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Arts; Art in Education; Kunst; Bildung; Erziehung; Diskursanalyse
Abstract	In December of 2010, blogger Michael Fischer created Common CoreZilla as a referent to the Common Core State Standards (CCSS) and as a forum to talk about teachers' fears regarding curricular change and new regulatory requirements. "Common CoreZilla" has served as both an icon of terror and a promise of manageability, yet, despite this, the Godzilla metaphor aptly signals the unease that CCSS and the network of regulations they are part of is creating. This commentary further considers CCSS and the network of related assessments within which it is embedded. Concerns about what is important for students, teachers, and society are voiced but occur at the periphery of regulated actions which are already codified through states' requirements and supported by the U. S. federal government. Left out are ways that students create meanings by bringing their histories, perspectives, experiences, and values to the art. There is no space for the student to impact the body of knowledge, only for the body of knowledge to determine and position the student as dictated by the admonition to surrender to the work. Thomas then explores the avenues of education discourse taking place that allows teachers to develop insight into the regulatory process and relieve their unease with their positions in it. Thomas concludes that the important work is to face the ways that accepting authoritative discourses in general, and the current discourse in particular, entails enacting the identity components they demand, and to ask critical questions about the degree to which those are in conflict with other, important parts of ourselves, and how our enactments make us complicit in the effects they have on students. (ERIC).
Anmerkungen	National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.arteducators.org/research/studies
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10