Document Type
Journal Article
Publication Title
European Physical Education Review
ISSN
1356336X
Publisher
SAGE
School
School of Education
RAS ID
31992
Abstract
© The Author(s) 2020. 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.
DOI
10.1177/1356336X20941224
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
This is an author's accepted manuscript of: Lambert, K., Alfrey, L., O’Connor, J., & Penney, D. (2021). Artefacts and influence in curriculum policy enactment: Processes, products and policy work in curriculum reform. European Physical Education Review, 27(2), 258-277. (SAGE). https://doi.org/10.1177/1356336X20941224