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

2. P RESENTATION : 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. M Y 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. T HREE STUDIES Critical literature review: Genealogy of dance in primary schools Case Study: Pre-service teachers’ experience with dance in primary schools Critical Discourse Analysis: Dance curriculum as policy

7. K EY UNDERPINNING CONCEPTS Neo- liberalism Social Justice Dance education study Discourse

8. M ETHODOLOGY... H OW 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. M ETA - ANALYSIS : AUTO - ETHNOGRAPHY Critical literature review: Genealogy of dance in primary schools Case Study: Pre-service teachers’ experience with dance in primary schools Critical Discourse Analysis: Dance curriculum as policy

10. S IGNIFICANCE 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. R EFERENCES 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.