Through a glass darkly ‐ curriculum control in New South Wales schools

Braithwaite, R. J.

doi:10.1080/0958517920030105

Cited by 5 publications

(1 citation statement)

References 4 publications

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“…Importantly, the above report reveals a welcome mitigation of the tension apparent between stakeholders and the reviewing bodies in the previous Carrick Report (1989) and that of the NSW Ministry of Education and Youth affairs (Excellence and Equity, 1988), which culminated in the 1990 Education Reform Act. Tellingly, Braithwaite ( 1992 ) describes the reforms endorsed at that time as a politicised “blitzkrieg model of curriculum change” (p. 51), lacking a collegial approach. Thus, mindful of earlier controversy over inadequate consultation, an initial key design feature is in response to teachers’ advice concerning the negative impact of an overcrowded curriculum: the incoming curriculum will see its breadth reduced to allow for in-depth learning and understanding of essential concepts and knowledge.…”

Section: Broadening the Curriculummentioning

confidence: 99%

Rethinking curriculum: A pandemic opportunity for re-engagement with the Arts?

Cunningham

Gibson

2022

Curric Perspect

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Article 26 of the Universal Declaration of Human Rights endorses the goal of education for all children. Inequalities of access and equity, however, are apparent in both the developed and developing world, which indicates that this goal remains aspirational. The rupture of education during the COVID-19 pandemic has amplified these existing inequalities in education systems worldwide. Throughout the pandemic, teachers have modelled a positive mindset as they pivoted from the physical classroom to online learning. This paper will suggest that the current pandemic may indeed offer education policy makers an opportunity to re-think curriculum design and, with a growth mindset, re-engage with the Arts as an equal key learning area in the curriculum. It is to the Arts that schools and communities have turned for joyful and multi-layered support during the pandemic, an underlying belief in the importance of the Arts for the wellbeing and cognitive development of the child. This belief, supported by a robust body of evidence amassed internationally over many decades, is central to the authors’ contention that a more inclusive and comprehensive engagement with the Arts would facilitate curriculum reform, such as that sought by the New South Wales (NSW) government in Australia. Furthermore, we contend that the COVID-19 pandemic may be the necessary catalyst to activate such welcome reform. We anticipate our analysis and its findings to first be relevant for the state of NSW, then beyond, to resonate nationally and internationally.

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Section: Broadening the Curriculummentioning

confidence: 99%

Rethinking curriculum: A pandemic opportunity for re-engagement with the Arts?

Cunningham

Gibson

2022

Curric Perspect

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A democratic curriculum for the challenges of post-truth

Nally

2024

Curric Perspect

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Post-truth has been widely applied in the wake of COVID-19, to stipulate causes for growing economic and political inequalities, misinformation in digital spaces and disillusionment with political institutions and notions of common/public good, to name a few. To address these concerns, this article constitutes a series of suggestions for how educators might engage with curricula that are embedded with democratic ideals. The first section will provide a brief survey of how various incarnations of the national curricula in Australia have been used as a vehicle for both envisaging a future in Australia and promoting civic participation as a way of fostering an inclusive society. The forms it developed into during the 1980s to the 2010s, however, usually promoted national priorities over localised concerns, such as the aims of individual teachers, schools and curricula. Over the long term, these tendencies have provided the foundation for a shift in educational discourse from generating social capital under the Whitlam government (Lingard, 2000). More recent discourse by contrast has focused on how digital resources can be effectively used, accountability, minimising teacher demoralisation and burnout, maximising student engagement (Dunning, 2022) and tinged with concerns about how constructive critical thinking can be better encouraged (Paterson & Gavrin, 2022). In this article, the structures which catalysed such changes will be contextualised in relation to how post-truth has emerged as a byword for a range of disruptive factors, such as denial of knowledge expertise (Malpas, 1992; Coper, 2022), and how authorities (in governments and media) have pragmatically lied to subordinates (Tesich, 1992; Keyes, 2004; Consentino, 2020). The second part examines how these same conditions have been recently perpetuated through schools being characterised as key to economic recovery, rather than places to regenerate relationships such as those between community-school or curriculum-teacher-student in response to the disruption which has emerged during the COVID-19 pandemic. Lastly, there is a focus on what is being—and could be—done to encourage democratic thinking in an Australian classroom context, as ways of addressing phenomena linked with post-truth by generating cultural and political capital.

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Assessment and feedback in science education

Black

1995

Studies in Educational Evaluation

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Through a glass darkly ‐ curriculum control in New South Wales schools

Cited by 5 publications

References 4 publications

Rethinking curriculum: A pandemic opportunity for re-engagement with the Arts?

Rethinking curriculum: A pandemic opportunity for re-engagement with the Arts?

A democratic curriculum for the challenges of post-truth

Assessment and feedback in science education

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