Abstrakt Tento článek se zabývá otázkou volby školy v situaci zavedení nového typu nižší sekundární školy do vzdě- 2010, 2011, and 2012, it

High school students are expected to make choices about which subjects they study. These choices are not completely open but steered by what is on offer, previous achievement and conversations with teachers, family and friends; choices are patterned by class, gender, able-ness and race. We offer the perspective of subject choice as resistance. The paper use student focus group data from a three year study of the visual and performing arts in thirty schools in England. We show that students chose the arts not simply what it might do for them in the future, but also for what it provided for them in the everyday. We suggest that the quotidian is an important aspect of choicemaking which, in the case of arts pedagogies, both accommodates the highly regulated norm but also offers a counter. This analysis points to avenues for further research on subject choice as well as providing important clues for school reform.Research funded by Arts Council England.

The arts are under threat in English schools. But some schools and teachers work against the trend. To understand how they continue to offer rich arts experiences to students, we bring Bourdieusian thinking to arts teacher practices that were common across the thirty secondary schools we studied for three years. In addition to a flexible approach to the curriculum which encouraged independence, intellectual challenge and risk -taking, teachers also engaged in arts brokerageembodiment of arts engagement, ensuring students regularly visit cultural events/ institutions, using local cultural resources, organising visits from artists/cultural organisations, enabling students to exhibit and perform for wider audiences, connecting students with arts workplaces, and enhancing community arts participation. We approach this as a logic of practice associated with arts broker dis/positions drawn from teachers simultaneously occupying two chiasmatic fields -art and education.

The main focus of the present paper is to answer two different questions: From the perspective of Austrian education policy, which core areas of schooling are linked to the demand for equal opportunity? Can these reform efforts sustain the current state of research, and what are the consequences for schooling? The paper draws on an analysis by Hopmann,Geppert & Bauer (2010). Fifteen official self-presentations (political programmes) of Austrian political parties were analysed for statements concerning the improvement of the education system. This resulted in about seventy different statements, which were aggregated into eight core areas. We conducted a systematic analysis of four of these core areas, dealing withthe topics of equal opportunity: comprehensive school, all-day schooling, school autonomy and standardisation of students’ achievements. The aim was not to judge the legitimacy or the political content of the claims made. In line with evaluative discourse, we asked whether the combination of political demands and their associated expectations met the current stateof research. In many policy programmes, it is assumed that comprehensive schooling, all-day schooling, education standards, standardised general certification for university attendance, school autonomy or language surveys go hand in hand with more equality of opportunity, justice and quality in education, but an analysis of the current state of research couldnot confirm this. The analysis showed that, with regard to education policy demands, statements having empirically little or nothing to do with each other are often linked.

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