Abstract
AbstractEducational policies and their curricula are inevitably political in their intent and design. The reintroduction of a supposed ‘national’ curriculum for British education reveals a strange notion of nationhood which retains privilege, and indeed accelerates it through the lure of (mainly) spurious competition to meet predetermined and externally defined standards. Art education does not escape this: it reflects the larger picture. Through comparing the educational policies and practices of Victorian education and art education with our own, this paper hopes to reveal commonalities and differences, and what these disclose about current values concerning the individual and the ‘nation’.
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