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DOCTORATE OF EDUCATION STUDY OUTLINE

DOCTORATE OF EDUCATION STUDY OUTLINE. Jeff Meiners, August 2012. Presentation:. Why this project for me Broad question/problem Three studies Key underpinning concepts Methodology Significance for the field.

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DOCTORATE OF EDUCATION STUDY OUTLINE

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  1. DOCTORATE OF EDUCATION STUDY OUTLINE Jeff Meiners, August 2012

  2. Presentation: • Why this project for me • Broad question/problem • Three studies • Key underpinning concepts • Methodology • Significance for the field

  3. ‘WHAT FACTORS IMPACT ON THE CONSTRUCTION AND REALISATION OF AN INCLUSIVE DANCE CURRICULUM FOR ALL PRIMARY SCHOOL STUDENTS IN AUSTRALIA?’ A question....

  4. SO WE CAN DANCE! IN PURSUIT OF AN INCLUSIVE DANCE CURRICULUM FOR THE PRIMARY SCHOOL YEARS IN AUSTRALIA. Working title...

  5. My journey: auto-ethnography Personal identity as a dancing male Professional identities as a teacher: • generalist primary class teacher; • dance specialist; • university pre-service teacher educator.

  6. Three studies

  7. Key underpinning concepts

  8. Methodology...How power is working Foucault and Bourdieu Ball’s “three contexts of policy-making”: (1993): • the context of influence • the context of policy text production • the context of policy practice

  9. Meta-analysis: auto-ethnography

  10. Significance for the field Government policies: • National cultural policy • New Australian curricula for schools and prior to school Educators: • school leaders + generalist and specialist teachers • The ‘general’ public Global initiatives: • arts and culture eg. UNESCO

  11. CURRENTLY… • Positioning within the field… • Ethics application…

  12. References • Ball, S 2007, ‘Big policies/small world: an introduction to international perspectives in education policy’, in B Lingard and J Ozga (eds.), The Routledge Falmer Reader in Education Policy and Politics, Routledge, London & New York, pp. 36-47. • Hannus, S & Simola, H 2010, ‘The effects of power mechanisms in education: bringing Foucault and Bourdieu together’, Power and Education, vol. 2, no. 1, pp. 1-17. • Risner, D & Stinson, SW 2010, ‘Moving social justice: Challenges, fears and possibilities in dance education’, International Journal of Education & the Arts, vol. 11, no. 6. • Taylor, S, Fazal, R, Lingard, B & Henry, M 1997, Educational policy and the politics of change, Routledge: London & New York.

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