TY - JOUR
T1 - Artefacts and influence in curriculum policy enactment
T2 - processes, products and policy work in curriculum reform
AU - Lambert, Karen
AU - Alfrey, Laura
AU - O’Connor, Justen
AU - Penney, Dawn
PY - 2021/5/1
Y1 - 2021/5/1
N2 - Artefacts are an important part of policy work, and a means of representation, translation, re-negotiation, and resistance of policy. While research has established their integral role in policy enactment, little research has examined the production and/or dissemination of artefacts by teacher educators. This paper reports and analyses the production and re-production of a specific set of artefacts, arising from the policy work of four teacher educators seeking to influence the interpretation and enactment of the Australian Curriculum in Health and Physical Education (AC HPE). Analysis and discussion pursue: the rationale for producing a set of artefacts focusing on a particular feature of the AC HPE; the processes of artefact production; actions designed to activate and re-present the artefacts; and emerging evidence of uptake and impact. The relationship of artefacts to policy work is shown to be strategically significant for teacher educators, teachers and others invested in new curriculum developments, and is characterised as both fluid and generative. We argue that artefacts have important performative policy potential and play a key role in supporting and shaping curriculum policy enactment.
AB - Artefacts are an important part of policy work, and a means of representation, translation, re-negotiation, and resistance of policy. While research has established their integral role in policy enactment, little research has examined the production and/or dissemination of artefacts by teacher educators. This paper reports and analyses the production and re-production of a specific set of artefacts, arising from the policy work of four teacher educators seeking to influence the interpretation and enactment of the Australian Curriculum in Health and Physical Education (AC HPE). Analysis and discussion pursue: the rationale for producing a set of artefacts focusing on a particular feature of the AC HPE; the processes of artefact production; actions designed to activate and re-present the artefacts; and emerging evidence of uptake and impact. The relationship of artefacts to policy work is shown to be strategically significant for teacher educators, teachers and others invested in new curriculum developments, and is characterised as both fluid and generative. We argue that artefacts have important performative policy potential and play a key role in supporting and shaping curriculum policy enactment.
KW - curriculum policy
KW - curriculum reform
KW - enactment
KW - Health and Physical Education
KW - Policy artefacts
KW - teacher education
UR - http://www.scopus.com/inward/record.url?scp=85088823340&partnerID=8YFLogxK
U2 - 10.1177/1356336X20941224
DO - 10.1177/1356336X20941224
M3 - Article
AN - SCOPUS:85088823340
SN - 1356-336X
VL - 27
SP - 258
EP - 277
JO - European Physical Education Review
JF - European Physical Education Review
IS - 2
ER -