The Australian curriculum : continuing the national conversation

This article identifies some key areas of the Australian curriculum that remain sites of struggle and contest. The authors propose that there remain a number of contentious points in relation to the national curriculum. These points relate variously to the content and form of the curricular document...

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Bibliographic Details
Published inThe Australian journal of education Vol. 55; no. 3; pp. 189 - 196
Main Authors Atweh, Bill, Singh, Parlo
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.12.2011
Australian Council for Educational Research
Sage Publications Ltd. (UK)
Sage Publications Ltd
Subjects
Australia
Bias
Conversation
Core curriculum
Curricula
Curriculum Design
Curriculum Development
Curriculum Implementation
Curriculum policy
Curriculum theories
Discussion
Education
Educational Environment
Educational Objectives
Educational Policy
Educational Principles
Educational Quality
Educational Theories
Epistemology
Equal Education
Foreign Countries
History Instruction
Inequality
Knowledge level
Learner Engagement
Learning
Long range planning
Meetings
National Curriculum
Policy Formation
Politics of Education
Problems
Relevance (Education)
Role of Education
Science
Science Curriculum
Teachers
Australia
United Kingdom > UK
politics of education
curriculum development
curriculum implementation
curriculum policy
curriculum theories
national curriculum
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Summary:This article identifies some key areas of the Australian curriculum that remain sites of struggle and contest. The authors propose that there remain a number of contentious points in relation to the national curriculum. These points relate variously to the content and form of the curricular documents; assumptions about knowledge, learning, teaching and assessment; questions about the aims and rationale of these documents; and whether the documents deal with wider economic, cultural and technological changes. These points set the scene for a continuation of the conversation about the national curriculum and provide a framework for considering the issues raised in the remaining five articles in this Special issue on the Australian curriculum. [Author abstract, ed]
Bibliography:Refereed article. Includes bibliographical references.
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Australian Journal of Education; v.55 n.3 p.189-196; December 2011
ISSN:0004-9441
2050-5884
DOI:10.1177/000494411105500302