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ERIC Number: EJ1040843
Record Type: Journal
Publication Date: 2014
Pages: 5
Abstractor: ERIC
Reference Count: 19
ISSN: ISSN-0039-3541
Regulation and Recognition in Education Discourses
Thomas, Beth A.
Studies in Art Education: A Journal of Issues and Research in Art Education, v55 n2 p177-181 Win 2014
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.
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Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A