School Art in an Era of Accountability and Compliance: New Art Teachers and the Complex Relations of Public Schools

Examining the Impact of Technical Controls, Accountability and Monitoring towards Cyber Security Compliance in E-government Organisations

“…Hence the aforementioned literature showed a clear support to the current results, however the strength of the relationship is inconsistent among various studies not directly in the field of Information systems (Hanawalt 2018;Kennedy et al 2012;Passyn and Sujan 2006;Sanders et al 2008).…”

“…The results of their research indicated that tax payers were more likely to comply with the policies if they were more fearful of accountability and penalty. (Hanawalt 2018) studied the teachers to verify the role of accountability in compliance. The results of the study showed a positive relationship between the variables.…”

Disrupting Discipline: A DisCrit Critique of Behavior “Management” in the Art Room

“…In divorcing the modules' content from positive, culturally-responsive interactions with students (see, for example, Bucalos & Lingo, 2005), the state suggests a teacher's job is less about encouraging individual growth and more about an efficient production of well-behaved workers. This is in line with Hanawalt's (2018) description of a "good" art student as someone who "follow[s] directions, adhere[s] to norms of school behavior, and produce[s] work (data) that shows tangible results of learning (such as appropriate use of line, the techniques of Van Gogh, or use of one-point perspective)" (p. 99). It further affirms the historical roles of art education for disabled students as vocational preparation (Kraft, 2006) and as rehabilitation (Blandy, 1991).…”

“…Despite its unique role as a non-core subject in U.S. schools, the art room is not immune from the pervasive culture of policing in schools. Hanawalt (2018) suggests that a systemic focus on accountability and compliance in schools shapes how art teachers respond to student behavior, pushing them to assimilate to dominant culture and administrator expectations, even if their training suggested a more progressive pedagogical orientation. Literature on behavior management in the art room is limited; a search for peerreviewed articles addressing this surfaced only one result, a twenty-year-old instructional resource that responds to the challenge of managing student behavior by suggesting a "Top 10 List" of classroom management principles (Susi, 2002)-a formatting choice we might read as prioritizing educational efficiency.…”