Art/making sense of policy in art education
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This manuscript style dissertation creates a continually expanding vista of policy at play in art/education. The scope of this manuscript style dissertation through the micro, mezzo, and macro levels of social interaction. It begins, with my work of as a secondary artist/teacher and how I creatively forged new territory for “data” and accountability within my practice and what that produce/d/s in me and my students (micro). As I developed this new method of data collection (the one-page portfolio), I became curious about how other artist/teachers have done the same within the paradoxical nature of being both a policy target and actor (micro » mezzo). My second article is positioned within a peer group of artist/teachers spending time thinking about their policy enactments (mezzo) as visual bricolages. The research participation created the opportunity to celebrate that which they already do and to accept that their policy enactments are valuable to themselves, their students, and the field of art education at large (mezzo » macro). I became compelled to interleave my identity as a social practice art influence with my desire to open this cathartic action of celebrating their personally relevant, and creative policy navigations, to all artist/teachers (macro). The third article manifests as social practice Participatory Dialogic Policy Enactment Analysis as Social Practice.
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