ABSTRACT

New Zealand has its educational roots in 19th and 20th century British educational systems with close similarities between English and New Zealand secondary school education structures. In the last two decades, however, secondary school education in both countries has experienced multiple and sometimes radical reforms. Educational policy has diverged markedly at times. In this article, we present the findings of research into the professional autonomy of 15 secondary school music, art and drama teachers from England and New Zealand. The aim was to explore whether teachers believed themselves to be professionally autonomous and to what extent educational policy and external structures impacted their practice. Findings suggest despite similarities between jurisdictions, England teachers report a highly performative regime that restricts, governs and isolates them and the arts in school. This contrasts a progressive, even permissive, professional environment where the New Zealand teachers believe their students’ needs come first and feel primarily accountable to their local and disciplinary communities.

摘要

新西兰的教育起源于 19 世纪和 20 世纪的英国教育体系，英语和新西兰的中学教育结构非常相似。然而，在过去的二十年里，两国的中学教育经历了多次甚至是激进的改革。教育政策有时会出现明显分歧。在本文中，我们展示了对来自英国和新西兰的 15 名中学音乐、艺术和戏剧教师的专业自主权的研究结果。目的是探索教师是否相信自己在专业上是自主的，以及教育政策和外部结构在多大程度上影响了他们的实践。调查结果表明，尽管司法管辖区之间存在相似之处，但英格兰教师报告说，一种高度执行的制度限制了，管理和隔离他们和学校的艺术。这与进步、甚至宽容的专业环境形成鲜明对比，在这种环境中，新西兰教师认为学生的需求是第一位的，并且主要对当地和学科社区负责。