scholarly journals Critical Review on Creativity-related Guideline in the National Curriculum - Comparing with Canadian, English, and Australian Curriculum -

2011 ◽  
Vol 17 (2) ◽  
pp. 149-174 ◽  
Author(s):  
Kyunghee So
Keyword(s):  
Critical Review ◽  
National Curriculum ◽  
Canadian English ◽  
Australian Curriculum

Scarcely an Immaculate Conception: New Professionalism Encounters Old Politics in the Formation of the Australian National History Curriculum

2013 ◽  
Vol 11 (2) ◽  
pp. 11-20
Author(s):  
Tony Taylor
Keyword(s):  
Curriculum Design ◽  
National Curriculum ◽  
Educational Background ◽  
The Political ◽  
Advisory Group ◽  
National History ◽  
Australian Curriculum ◽  
History Curriculum ◽  
Design Changes ◽  
Conservative Coalition

This paper deals with the political and educational background to the formation of the Australian national history curriculum first under the auspices of a newly-formed National Curriculum Board (2008-2009) and then under the auspices of the Australian Curriculum and Assessment Authority (2008-date) during the period 2008-2010. The author describes and analyses the political and educational circumstances that have led to interventions in the curriculum design process that may well vitiate the original intentions of the curriculum designers. The process of curriculum design began in 2008 with the formation of a professionally-based History Advisory Group of which the author was a member (2008-2012). The author outlines the activities and contribution of the History Advisory Group and its sometimes fraught relations with the Australian Curriculum and Assessment Authority. The author argues that these interventions which have been both political and educational, together with the well-intentioned process of consultation has led to unfortunate design changes and to politically-motivated delays in curriculum implementation which could lead to its being overturned by a successor conservative coalition government.

Australian citizenship in interesting times

2015 ◽  
Vol 15 (2) ◽  
pp. 228-240 ◽  
Author(s):  
Lisa Cary ◽  
Marc Pruyn ◽  
Jon Austin
Keyword(s):  
Identity Development ◽  
Multicultural Education ◽  
Citizenship Education ◽  
Qualitative Methodology ◽  
National Curriculum ◽  
Theory And Practice ◽  
Social Changes ◽  
Australian Curriculum ◽  
Content Type ◽  
Nation States

Purpose – The purpose of this paper is to understand, more deeply, what the field of citizenship education stands for, in both theory and practice, historically and currently, and especially, in relation to the new Australian Curriculum: Civics and Citizenship. The authors have drawn on the backgrounds in social studies/social education, multicultural education, democracy education and Indigenous studies, in order to more deeply and profoundly understand “civics and citizenship education” and what it represents today in Australia. Design/methodology/approach – Methodologically, the authors see epistemological spaces as discursive productions from post-structural/post-modern and critical perspectives. These positions draw upon the notion of discourse as an absent power that can validate/legitimize vs negate/de-legitimize. The authors employ a meta-level analysis that historicizes the spaces made possible/impossible for those in deviant subject positions through a critique of the current literature juxtaposed with a presentation and analysis of “citizenship snapshots” of the authors. In this way, the authors attempt to move beyond conceptions of deviant citizenship based on curricular content and instructional method, and explore the realms of epistemology through the study of exclusion/inclusion. Findings – Reflecting the highly personal and individualized nature of the type of research required to be conducted in this aspect of national and personal identity, each of the authors draws here on personal experiences with aspects of citizenship that are not noticeably present in the current national curriculum. Specifically, the three “citizenship snapshots” at the heart of this paper’s discussion and analysis – snapshots constructed by academics who both understand and resist the racialised/classed privilege bestowed upon them by nation states – are: “The boomerang citizen”, “privileged and non-privileged citizen immigrants”, and “Indigenous citizenship, sovereignty & colonialism”. Originality/value – Drawing both on the current international scholarship on citizenship, power and social changes and the critical/post-structuralist qualitative methodology set forth by the authors, this work describes and problematizes the evolving “citizenship identities” in an attempt to critically assess the new civics and citizenship component of the Australian curriculum; understand the ongoing development of national, regional and global “trans/international” citizenship youth identities; and make connections between citizenship education, identity development and the global youth “occupy”/liberation movements.

How do Educators of Students With Disabilities in Specialist Settings Understand and Apply the Australian Curriculum Framework?

2018 ◽  
Vol 42 (02) ◽  
pp. 111-126 ◽  
Author(s):  
Peter M. Walker ◽  
Karyn L. Carson ◽  
Jane M. Jarvis ◽  
Julie M. McMillan ◽  
Anna G. Noble ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
National Curriculum ◽  
Future Research ◽  
Individual Student ◽  
Policy And Practice ◽  
Special Schools ◽  
Australian Curriculum ◽  
Policy Practice ◽  
Inclusive Curriculum ◽  
Primary Basis

Despite aspirations to be a world-class national curriculum, the Australian Curriculum (AC) has been criticised as ‘manifestly deficient’ (Australian Government Department of Education and Training, 2014 p. 5) as an inclusive curriculum, failing to meet the needs of all students with disabilities (SWD) and their teachers. There is a need for research into the daily attempts of educators to navigate the tension between a ‘top-down’ system-wide curriculum and a ‘bottom-up’ regard for individual student needs, with a view to informing both policy and practice. This article is the first of two research papers in which we report the findings from a national online Research in Special Education (RISE) Australian Curriculum Survey of special educators in special schools, classes, and units regarding their experience using the AC to plan for and teach SWD. Survey results indicated (a) inconsistent use of the AC as the primary basis for developing learning objectives and designing learning experiences, (b) infrequent use of the achievement standards to support assessment and reporting, and (c) considerable supplementation of the AC from other resources when educating SWD. Overall, participants expressed a lack of confidence in translating the AC framework into a meaningful curriculum for SWD. Implications for policy, practice, and future research are discussed.

Sign in / Sign up

Export Citation Format

Share Document