Why is educational policy change needed?

Policy makers around the world have used the lead-up to the new millennium, with its elevated sense of fear, anxiety and excitement, to create, what Kotter (1996) refers to as ‘a sense of urgency’ to support the need for educational reform . The adoption of a neoliberal agenda by many Western nations, initially, brought with it reform initiatives, based on market-principles, such as decentralization, privatization and standardization (Hill & Kumar, 2009). In education, policy initiatives were sold based on their potential to address economic issues, prepare students to be competitive in a global work environment, and reduce inequities (Hill & Kumar, 2009). As educational researchers have discovered, over the past two decades, these reforms are beginning to increase both literacy and numeracy levels in Canada. However, inequities still exist. In fact, many critical researchers would argue that these reforms are actually causing an increase in student disengagement and an increase in the achievement gap between the rich and the poor, particularly with respect to youth who have already been marginalized due to race, class, gender, ethnicity or sexual orientation (Die et al., 1997; Giroux, 2002; Hill, 2009). Additionally, standardization both in curriculum and in assessment has also been linked to increasing student disengagement, both in marginalized youth, as well as in youth who have been identified as ‘gifted’ (Dei et al., 1997; Dei, 1995; Ferguson, 2005). The use of externally imposed standards creates a set of power dynamics in schools and classrooms and reduces opportunities for teachers and students to engage in relevant, meaningful, and critical work that draws from their own lived experiences (Apple, 1999; Fine & Weis, 2003; Freire, 1998).

Art youth inequity Mary Drinkwater secondary school policy Art&Education

Art, youth, inequity, policy, Mary Drinkwater, Art&Education

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