Examining arts education policy development through policy frameworks

ABSTRACT

While policy formation frameworks are commonly used to understand public policy developments, scholars rarely have used them to reflect on arts education policies. Such analysis is important because it can assist both in identifying the genesis of past policies, including who the important actors are, how issues are framed and problematized, and how specific solutions are designed, as well as how to interpret unfolding policies. In this article, I review three prominent policy frameworks: Kingdon's “multiple streams framework,” Sabatier and Jenkins-Smith's “advocacy coalition framework,” and Baumgartner and Jones' “punctuated equilibrium framework.” After reviewing the frameworks, I address the following questions: (a) How would these conceptual frameworks predict arts education policy development to proceed? (b) How would these conceptual frameworks explain constituents and coalitions that affect the arts education policy sphere? (c) How would these conceptual frameworks illuminate precipitating events that drive the policy development process? I apply the frameworks to several instances of arts education policy development, including the formal designation of the arts as a core subjects under the Goals 2000: Educate America Act of 1994 (P.L. 103-227), the development of the 2014 National Core Arts Standards, and music's enumeration in the Every Student Succeeds Act of 2015. Because these three policy issues differ in important ways, they can help to illuminate the breadth of arts education policy.     

Arts curriculum implementation: “Adopt and adapt” as policy translation

This article examines macro, meso, and micro understandings of policy enactment within Western Australian primary school arts education where a new national arts curriculum is being revised and implemented through a process colloquially known as “adopt and adapt.” This article focuses on how a government-led implementation policy has influenced arts teaching and learning in unintended ways. It Includes a theoretical reflection and a consideration of the effects of such policies. Using policy enactment theory as the enquiry lens, four contextual variables are highlighted for their impact on teachers and schools. The variables include situated contexts, material contexts, professional cultures, and external factors. Effects are discussed through the perspectives of 11 arts curriculum leaders drawn from in-depth semi-structured interviews. Marginalization of the arts, the disconnection of schools and teachers to the arts and professional learning impacts are discussed as results of this policy translation.     

An Ode to Joy … or the Sounds of Silence? An Exploration of Arts Education Policy in Australian Primary Schools

The arts are an integral and important component of our everyday lives. As such, they need to be a vital part of our children's education. However, this has rarely been the case in Australian state primary schools over the past two hundred years. This article explores the history of the arts in Australian state primary schools since the colonization of Australia to the present day. I examine how arts education has been subject to policy changes and inquiries that have not seemed to significantly benefit the arts in our schools and that have at times seemed to marginalize the arts in primary schools. The article concludes with a challenge to arts educators and other stakeholders to develop and implement a long-term approach to policy and practice to ensure that the arts serve as an “Ode to Joy” rather than dissolving into “Sounds of Silence.”     

Looking Toward the Future

Changes in education policy—particularly at the federal and state levels—during the current era of ideologically and profit-driven “education reform” threaten balanced education in general and music/arts education in particular. Emerging answers to a number of pivotal questions will determine the future of the arts, arts education, and public education in general. Music educators and other advocates of quality arts education must not only adapt their curricula and instructional practices to reach students in a twenty-first century context, but also develop effective communications systems and organize coalitions powerful enough to influence policymakers and thereby shape policies supportive of quality music/arts education. Recent advocacy efforts by the National Association for Music Education (NAfME) provide examples of how supporters of arts education might accomplish these goals.     

Toward trust: Recalibrating accreditation practices for postsecondary arts education

This article charts the influence of American accreditation policies on postsecondary arts education practices. Some commentators suggest that accreditation is a standards- and evidence-based process. I argue that trust is at the center of concerns about assessment in higher education, especially in the arts. The purpose of this article is to provide to policy makers and arts administrators some recommendations for ways trust might be engendered between and within educational units responsible for collecting data for institutional accreditation.     

Theorizing the nexus of STEAM practice

ABSTRACT

Recent advances in arts education policy, as outlined in the latest National Core Arts Standards, advocate for bringing digital media into the arts education classroom. The promise of such Science, Technology, Engineering, Arts, and Mathematics (STEAM)–based approaches is that, by coupling Science, Technology, Engineering, and Mathematics (STEM) and the arts, new understandings and artifacts emerge that transcend either discipline. Evidence of this can be seen through fundamental shifts in both fields; in the arts, artists are expanding the creative potential for design through computational flexibility, which affords artists the ability to exceed the limitations of their tools. The infusion of the arts into STEM has shown to be equally transformative, with the emergence of tools and communities that not only engender new content understandings but also invite participation from populations historically underrepresented in STEM fields. Drawing on over a decade of research at the intersection of the arts, creativity, and new technologies from the Creativity Labs at Indiana University, this article theorizes the learning that takes place at effective couplings of STEAM to assist today's educators in realizing the potential for transformative experiences for learners of all levels. This article provides a synthesis of this past work across two compelling cases of STEAM-based tools, materials, and activities (i.e., the media-rich programming environment Scratch as well as the work the LilyPad Arduino used to create electronic textiles), incorporating findings from more than 50 peer-reviewed papers and books, and conceptually outlines an approach to “gathering STEAM” in arts education classrooms today. Implications are explored for policy makers in teacher education to think about preservice curriculum and field experiences; policy makers in arts education to think about tools needed in classrooms today; as well as how art education can play a critical role in STEM disciplines and offer solutions to address STEM pipeline challenges. Such efforts extend current and prior discussions in the arts education landscape about the use of new technologies, and draw our attention to how new technologies can be leveraged for artistic expression.     

Inclusive education policy in the Hong Kong primary music classroom

An education reform policy and inclusive education policy have been implemented in Hong Kong for over a decade. As more students with special educational needs have entered the mainstream education system under these policies, Hong Kong's primary music classrooms offer a site where three policies interact—the education reform policy entitled “Learning to Learn,” the policy of inclusive education, and the undeclared “policy” of making savings in the government budget. This article seeks to explore the results of the interaction of these three policies. A qualitative study was carried out to investigate the views of Hong Kong primary school music teachers on the policy of inclusion in relation to music teaching. Insufficient support in inclusive learning in “non-core” subjects, such as music, is evidenced.     

Music education and the well-rounded education provision of the Every Student Succeeds Act: A critical policy analysis

Critical approaches to policy analysis, although common in general education, are rare in arts education literature. By adopting critical approaches, researchers can produce scholarship that will be transformative for policies that impact arts education and for the profession as a whole. In this article, I present a framework that allows researchers to incorporate critical theory into policy analysis. This ideological work can expose sources of power and help reveal the ways in which the targets of policy are complicit in their own domination. Adopting this framework, I examine the well-rounded education provision of the Every Student Succeeds Act of 2015 to better understand the policy's origins, its development, and the potential implications for music education.     

On violence,intersectionality and transversal politics

The persistence of violence over the past several decades coupled with the explosive growth of intersectionality as a form of critical inquiry and praxis suggest that the connections between violence, intersecting power relations and political resistance remain highly salient. In this commentary, I ask, in what ways might continuing to focus on violence illuminate the connections between intersecting systems of power and on the contours of political resistance? To address this question, I revisit two themes in “The Tie That Binds: Race, Gender and US Violence”, namely, (1) how conceptualizing violence as a saturated site of intersecting power relations contributes to analyses of political domination and (2) how attending to the analyses and actions of African American women and similarly subordinated groups deepens understandings of flexible solidarity as a core feature of transversal politics.     

Ambiguous Mice,Speaking Rats: Crossing and Affirming the Great Divides in Scientific Practice

ABSTRACT

During 2009–10, I conducted ethnographic fieldwork with 31 immunologists, virologists, and neuroscientists working with either rats or mice. I encountered how the conceptual and physical bounds that have traditionally separated nature from culture, specie from specie, human from animal, are crossed, blurred, and reasserted. In this ambiguous zone, a scientific incuriosity about animals themselves persists, in the practice of inquiring into animal bodies and minds to produce insights into human health and its betterment. This privileging of human health bypasses animals themselves in favor of a view of them as human similars and prone objects, wholly available to persons, and affirms the Heideggarian thesis, that science occupies an arrogated position in modernity. Such incurious encounters with animals produced ideas and pronouncements about the close biological and genetic similarities that humans and animals share, that scientists in my study called “biokinship” and “genekinship.” These terms indicate both a close relation between animals and persons, but they also present the terms upon which hierarchical relations between humans and animals might be arrayed. Equally present among the scientists with whom I worked was a curiosity about animals themselves. This manifested in understandings and articulations of animals as beings with whom one might make a relationship in which mutually understood communication was possible. Attendant to this curiosity about animals themselves was an awareness scientists in my study had of what these relationships, or what I have called fleshy kinships with rats and mice, might mean for scientific practice, for good science, and for human–animal relatedness in the laboratory. This ambiguous situation calls for analytic attention to biotic materiality and process, but equally for attention to rodents as beings with whom scientists interact on an everyday basis, and with whom they form communicative relations.     

“Like Throwing a Bowling Ball at a Battle Ship” Audience Responses to Australian News Stories about Alcohol Pricing and Promotion Policies: A Qualitative Focus Group Study

Introduction

Policies affecting alcohol’s price and promotion are effective measures to reduce harms. Yet policies targeting populations are unpopular with the public, whose views can be influenced by news framings of policy narratives. In Australia, alcohol taxation receives high news coverage, while advertising restrictions have not until recently, and narratives are highly contested for each. However, research specifically examining how audiences respond to such news stories is scant. We sought to explore audience understanding of news reports about two alcohol policy proposals.

Method

From June to August 2012, 46 participants were recruited for 8 focus groups in age-brackets of young people aged 18–25 years, parents of young people, and adults aged 25 or older. Groups were split by education. Participants were asked their prior knowledge of alcohol policies, before watching and discussing four news stories about alcohol taxation and advertising.

Results

Participants were clear that alcohol poses problems, yet thought policy solutions were ineffective in a drinking culture they viewed as unamenable to change and unaffected by alcohol’s price or promotion. Without knowledge of its actual effect on consumption, they cited the 2008 alcopops tax as a policy failure, blaming cheaper substitution. Participants had low knowledge of advertising restrictions, yet were concerned about underage exposure. They offered conditional support for restrictions, while doubting its effectiveness. There was marked distrust of statistics and news actors in broadcasts, yet discussions matched previous research findings.

Conclusions

News coverage has resulted in strong audience understanding of alcohol related problems but framed solutions have not always provided clear messages, despite audience support for policies. Future advocacy will need to continue recent moves to address the links between alcohol’s price and promotion with the drinking culture, as well as facilitate understandings of how this culture is amenable to change through the use of evidence-based policies.     

“But You Would Be the Best Mother”: Unwomen,Counterstories, and the Motherhood Mandate

This paper addresses and challenges the pronatalist marginalization and oppression of voluntarily childless women in the Global North. These conditions call for philosophical analyses and for sociopolitical responses that would make possible the necessary moral spaces for resistance. Focusing on the relatively privileged subgroups of women who are the targets of pronatalist campaigns, the paper explores the reasons behind their choices, the nature and methods of Western pronatalism, and distinguishes three specific sources of some of the more lasting, and stigmatizing attacks: popular culture, law and policy, and medicine itself. I then argue that because they are construed by motherhood-essentializing, and increasingly popular, pronatalist narratives as, among other things, “failed” or “selfish,” voluntarily childless women are subsequently burdened with damaged identities that can leave them personally othered and uniquely liminal in ways that are destructive to moral agency. Finally, I conclude with a challenge to the pronatalist master narratives by suggesting the possibility of counter narratives to the voluntarily childless woman's liminality that might serve as the ground of moral and political solidarity among differently situated women, regardless of their motherhood status.     

Visibilities,invisibilities and twilight zones at the crime scene in Portugal

The Police are the first element of a chain of custody culminating in the court. The documents they produce mediate the understandings between the crime scene and the court. Based on the formal rules, the police give visibility to the narrative and assign legitimacy and credibility to their performance. However, the decision to turn certain aspects of the narrative visible, leaving others in a twilight zone may have repercussions in the production of a verdict. Based in a qualitative analysis of three Portuguese judicial proceedings in this paper I explore how the narrative constructed by the police, based on what they see and what is unseen, travels between subepistemic cultures. Looking at the visibilities, invisibilities and twilight zones, I will try to understand how police forces at the crime scene in Portugal construct their narratives through the use of biological traces and how these narratives are part of the construction of the evidence. I argue that in criminal investigations in Portugal, the production of a narrative with legal meaning in court can be conditioned by the co-existence of the epistemic subcultures of police work (different police forces at the crime scene) that have different knowledge, practices, understandings and ways of “seeing” the forensic evidence. The degree of technological enthusiasm that guides the performance of different police forces at the crime scene is reflected in the way they “see” the scene and in the sociocultural understandings that they produce. This technological enthusiasm and what I call here “selective professional vision” are mobilized at the crime scene and can impact the robustness and efficiency of the evidence presented in court.     

Integrating microscopy,art, and humanities to power STEAM learning in biology

Close observation is central to both art and science as practitioners in both disciplines describe, compare, and seek to understand or interpret the natural world. Indeed, as the artist and writer Guy Davenport noted, “The vision by which we discover the hidden in nature is sometimes called science, sometimes called art.” In the last decade, the movement to integrate science, technology, engineering, and mathematics with arts and humanities (i.e., STEAM learning) has gained traction in K–12 education. A recent National Academies report (2018) examines the case for integrating humanities and the arts in undergraduate STEM education. Microscopy provides an excellent vehicle for engaging all kinds of students in integrative (STEAM) learning about biology and for encouraging them to observe the world closely. In this essay adapted from my keynote address to the American Microscopical Society in 2020, I highlight activities and approaches that use microscopy to engage learners of all kinds, examine how using microscopes changes students’ attitudes about science and biology, and explore the intersection of microscopy and visual art.     

Primate origins,human origins,and the end of higher taxa

When people learn that I study human evolution and we start talking about it, they sometimes ask me, “How long ago did the first humans live?” My answer is usually another question: “What do you mean by 'humans'?” That response seems as baffling and wrong‐headed to them as their question seems to me, and it usually takes us a while to straighten things out. © 2012 Wiley Periodicals, Inc.     

Seeking a higher level of arts integration across the curriculum

To seek a higher level of arts integration across the education curriculum, I investigated designs of teaching through arts activities that would motivate educators to adopt the spirit of “aesthetic teaching.” Two different designs were tested, with the second as a continuation of the first. Each ascribes a different educational role to arts activities—in the first design the role of art is that of a teaching medium, while in the second its role is as a teaching approach to the taught subject. The study followed the steps of a “teaching design experiment.” The preschool teachers who constituted the sample used these activities with groups of kindergarteners. The analysis of the data was based on the reports of the teachers, which were examined for indicators of “aesthetic teaching.” The findings of this study suggest that there is a correlation between the educational role of the arts and the level of aesthetic orientation of educators in applying arts integration. Generally, the sample experienced the second design (in which the role of art is that of a teaching approach to the taught subject) as more of an aesthetic teaching situation than the first design (in which the role of art is that of a teaching medium).     

The arts in Brazilian public schools: Analysis of an art education experience in Mato Grosso State,Brazil

This article examines the relation between official policy on art education in Brazilian basic education and what is actually taught and done in public school teaching in Mato Grosso, Brazil. Making use of interpretative analysis, I directly observed art classes in schools selected in the state of Mato Grosso. I also analyzed the laws, guidelines, parameters, and other official documents related to art education in Brazilian primary and secondary schools and compared them to the observed practices in the selected schools. Specifically in Mato Grosso, there is a gap between the theoretical guidelines of these documents and what is taught and done in public schools. Conceptions of the discipline of art education in official documents are not in line with the practices of this discipline in the researched elementary schools, a discord that may contribute to art being misunderstood as a lesser discipline. Using the results of this research, I intend to seek effective ways to discuss the arts in the curriculum of primary and secondary schools and highlight their importance in school curricula. My objective is not only that these results benefit public schools by encouraging the expansion of concrete and effective public policies for the quality and improvement of primary and secondary school education and the training of arts teachers, but also that these results will assist researchers studying arts education by showing how to extend that study beyond the academic walls.     

Intersections between music education and music therapy: Education reform,arts education,exceptionality, and policy at the local level

In this article, a music teacher educator and a music therapy clinician and educator discuss special education policy and arts instruction at the district level. To illustrate the gulf between federal and local policies with regard to exceptional learners and arts instruction, we examine the intersections of music therapy and music education with regard to self-contained classes of students with moderate to severe disabilities. Our discussion focuses on provision of services and opportunity to learn, and results in specific policy suggestions, including: (a) increasing administrators' understanding of music therapy, adaptive music education, and music education, so that decisions regarding arts instruction can be better-informed and more child-centered, (b) treating music therapists as allied health professionals who do not need to be certified teachers to practice in schools, and (c) improving initial music teacher preparation and providing opportunities for professional development to increase awareness of necessary information and effective strategies to improve music teaching and learning for students with special needs.     

Stormy Winds and Southern Comfort(s): On Categories,Strategies, and Cartographies

How do we see Southeast Asian and diasporic visual culture today? This is the central question we ask in the Introduction to this special issue of Visual Anthropology. To answer the question, we trouble the geographic designation of “Southeast Asia” and how the region’s arts and culture have traveled and are received at the present moment. We posit that we need to see Southeast Asia and its diasporas differently. Most notably, we argue that through the lens of gender and sexuality we can better visualize and analyze the critical and creative strategies of artists and writers situated in many parts of the world. We foreground the collected essays, art pieces and poetry that query what it means to labor for the state, the art world or the academy. And as we emphasize, the collection brings together—in color, in varying compositions, in long and short form—the dynamism of art and media texts in all of their complex circulations.     

Practices of change in the education sector: professionals dealing with ethnic school segregation

ABSTRACT

This article looks at second-generation professionals in the education sector in Sweden, France and the Netherlands, whose parents were born in Turkey. In their stories, ethnic school segregation appears as an important topic that coincides with other inequalities in society and signals educational injustice. This so-called wicked problem is used to understand how second-generation professionals assert influence in their quest for educational change. The analysis, based on semi-structured interviews, shows that influence and change are conditional. Second-generation professionals are constrained by the structural boundaries of the sector, which seem particularly fixed because of the way in which the education sector is entangled with state policies. Simultaneously, they are aware of these boundaries, and of the nation-specific change-opportunities existing within them. Using their “in-betweenness” as second-generation social climbers, with their knowledge of the education system, they apply varying practices of change focused on moderating the negative effects of ethnic school segregation.