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‘Policy’ as a process of change

August 10, 2014
P1040673Full moon, clear skies, and catch up in the afternoon with friends Heather and Angus who recently moved house. Sounds like a report from the interior.

Not really.
More like a frame of reference to place my learning.
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Yesterday’s six hour session at uni still feels like an exercise in front-end loading.
Topic?
Education Policies & Practice. My dinner guest last night took a sidelong glance at the blue unit outline I had placed on the kitchen table, and her aghast reaction ruled out further conversation on that topic.
Hope prevails.
In redefining policy as a process of change with enactment rather than implementation as the key verb – and serving to embed active negotiation, resistance and transformation into new practices – possibilities arise.
Dear reader, we are active participants in this drama. This is our part:
Text and action, words and deeds, what is enacted as well as intended (Ball, 1999, p. 10).
This morning’s trawl through online resources generated tantalising points of connection to be examined later:

My purpose?
Conduct an analysis of an interesting/ relevant policy document for this semester’s assignment… 
This morning, I am wondering about the wisdom of tackling AITSL teacher standards as a policy document in relation to Performance & Development.
The topic is immediately relevant to our school contexts.
I am also interested in teasing out its history and emergence within a political framework. Strikes me that this area is messy with emotions, and complex, too, but that’s no reason to avoid analysis.
What’s intriguing is the requirement to
  • investigate contemporary education policy trends globally, nationally and locally;
  • examine and asses the changing nature of policy directions in the domains of devolution, accountability, privatisation, marketisation, school choice, funding, curriculum and international education, and critique the implications of these changes for practices in schools and classrooms.
So, we move beyond forced duality of macro-micro by exposing tensions and perceiving agency for micro-level actors – teachers.
Selected reference
Ball, S. (1999). Global Trends in Educational Reform and the Struggle for the Soul of the Teacher. London: Centre for Public Policy Research, King’s College.
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