共查询到10条相似文献，搜索用时 203 毫秒
1.
Peta Salter 《Critical Studies in Education》2016,57(3):296-312
National curriculum development is a complex and contested process. By its very function, a national curriculum serves to organise diverse interests into a common framework, a task fraught with cultural and political tensions and compromises. In the emergent Australian Curriculum these tensions are manifest in and around the cross-curriculum priorities (CCPs): sustainability, Asia and Australia’s engagement with Asia, and Aboriginal and Torres Strait Islander histories and cultures. These priorities have been under fire since their introduction to the curriculum and the announcement of a review of the emerging curriculum prompted fears of a renewed attack. Studies from diverse fields of education research suggest that a lack of high-level institutional support for initiatives such as the CCPs places them in jeopardy. This paper focuses on two priorities: Asia and Australia’s engagement with Asia, and Aboriginal and Torres Strait Islander histories and cultures. It employs interest convergence theory as a framework to understand connections between the intentions behind the inclusion of the CCPs and the outcomes of the Review of the Australian Curriculum. Furthermore, this paper draws on interview-based research that explores how the priorities are constructed by those who are expected to work with them, from pre-service through to experienced teachers. This theoretical framework provides an explanation for the perennially precarious nature of these kinds of curriculum initiatives. 相似文献
2.
Jessica Walton 《Ethnography and Education》2019,14(3):264-278
ABSTRACTIn Australia, intercultural understanding has been prioritised in education and curriculum documents at both federal and state levels. Alongside this educational priority, schools have also been encouraged to demonstrate ‘engagement’ with ‘Asia’, such as through a partnership with another school in the Asia-Pacific region. My research findings are based on an ethnographic study of Year 5 and 6 Australian children's experiences of an intercultural school partnership initiative through on-line classroom exchanges over a two-year period. Through a critical analysis of ‘complexity reduction’ I draw attention to the processes through which children made sense of perceived racial and cultural differences as part of their involvement in partnership activities and conclude with some reflections on the extent to which educational initiatives such as intercultural school partnership programmes that aim to foster intercultural understanding can do so without reinforcing unequal intercultural relations and stereotypes. 相似文献
3.
Peta Salter 《Discourse: Studies in the Cultural Politics of Education》2015,36(6):781-794
Since 1969, over 60 Australian government and non-government policies, documents, committees, working parties and organisations have explored the need to ‘know Asia’. In schools, this engagement is conceptualised as ‘Asia literacy’ and disseminated in the emerging Australian Curriculum through the cross-curriculum priority ‘Asia and Australia's engagement with Asia’. However, ‘Asia literacy’ often struggles for purchase in Australian education. I argue that finding traction requires disruption of the dominant discourse of ‘Asia’ as a unitary construct and questioning what constitutes ‘Asia’. This article explores how discourse can be reconceptualised to open up space for schools to engage with ‘knowing Asia’. 相似文献
4.
Chloë Brushwood Rose Colette A. Granger 《International journal of qualitative studies in education》2013,26(2):216-237
In parallel with many nations’ education policies, national education policies in Australia seek to foster students’ intercultural understanding. Due to Australia’s location in the Asia-Pacific region, the Australian government has focused on students becoming “Asia literate” to support Australia’s economic and cultural engagement with Asian countries. Drawing on Allport’s optimal contact principles and key factors supporting intercultural understanding, this study examines two “sister school” cultural immersion trips in Indonesia and East Timor to explore ways in which their different approaches supported positive intergroup contact and helped foster intercultural understanding among students. Focus groups and interviews with school project teams and analysis of both researcher and teacher project field notes and documents suggested that these schools’ programmes could be mapped onto Allport’s contact principles in different ways. The paper concludes with promising approaches that can help to inform sister school programmes. 相似文献
5.
This article explores commonalities in the lives and work of women head teachers in Malawian secondary schools and women principals in Australian Lutheran schools. In both Australia and Malawi women are under-represented in school leadership and often appointed to complex schools and communities. We commence with a brief discussion of Malawi and Australia’s political and educational histories which have much in common, before outlining current selection policies for school leadership. The second part of the article explores women leaders’ initial and ongoing challenges in relation to their school systems, daily work and domestic lives. The final section focuses on their perspectives of current strategies to address women’s under-representation as leaders in their respective school systems. Notwithstanding the stark contrast in socio-economic contexts, we highlight enduring transnational inequalities in women leaders’ lives and work in Malawian secondary and Australian Lutheran schools. 相似文献
6.
Andrew Peterson 《British Journal of Religious Education》2017,39(2):207-222
In the absence of a dedicated subject for teaching general religious education, the inclusion of Civics and Citizenship education as a new subject within the first Federal Australian Curriculum provides an important opportunity for teaching the religious within Australian schools. The curriculum for Civics and Citizenship requires students to learn that Australia is both a secular nation and a multi-faith society, and to understand religions practised in contemporary Australia. The term ‘secular’ and the need for students to learn about Australia’s contemporary multi-faith society raise some significant issues for schools and teachers looking to implement Civics and Citizenship. Focusing on public (state-controlled) schools, the argument here draws on recent analysis within the Australian context to suggest that religion remains an important factor in understanding and shaping democratic citizenship in Australia, that this should be acknowledged within public schools, and that a constructivist, dialogical-based pedagogy provides possibilities for recognising the religious within Civics and Citizenship education. 相似文献
7.
María Florencia Amigó 《Diaspora, Indigenous, and Minority Education》2017,11(3):148-161
While children remain at the center of families’ decisions to emigrate, the global contexts and technologies that allow diasporas to remain connected to their cultures have influenced families’ aspirations in relation to their children’s education. This article presents data from a qualitative study on how immigrant families negotiate the schooling of their children in Australia. Findings highlight there are incongruencies between immigrant parents’ understanding of education and what the Australian public school system offers. This clash is combined with parents’ determination to reinforce their culture at home, which is usually overridden by schools’ standardization of practices and values. The study suggests there is a need to better understand the range of experiences and expectations that immigrant families bring to schools for educational institutions to be more attuned with an increasingly diverse, mobile, and mediatically interconnected population. 相似文献
8.
Against the current infatuation with Asia in Australian education, this article rearticulates the notion of ‘Asia literacy’ to explore new ways of researching on/with/through Asia. Drawing on the post-colonial critique of Western social science knowledge, I first demonstrate the problematic nature of Australian knowledge production on and with Asia in social science and education. And yet, I also highlight the contribution that Australian scholars have made to decolonizing knowledge work, with particular attention to their critique of internationalization of cultural studies in the 1990s. In so doing, I identify the particular epistemic standpoint of Australian scholarship, which has emerged out of its ambivalent location in the global politics of academic knowledge production. Then, I identify three types of engagement by Asian researchers with Western knowledge. Situating Australian education scholarship among them, I explore what ‘Asia literate’ education research might look like from the vantage point of Australia. 相似文献
9.
Ian McShane 《Journal of educational administration and history》2012,44(2):105-119
This article analyses the conceptual and policy contexts of the Australian government's Building the Education Revolution (BER) programme. This $A15 billion commitment to renewing school facilities is the Australian government's largest single measure of economic stimulus in response to the recent global financial crisis. Public debate and analysis of BER have focused on its economic objective. The programme has a second, less publicised objective, to promote community building and engagement with schools by specifying that funded facilities will be available for community use. This article argues that, in contrast to the Australian government's rhetorical commitment to educational innovation, BER follows a modernist tradition of infrastructure provision characterised by top-down programme design and limited attention to the ‘soft’ infrastructure of organisational systems and human resources. While conceding the circumstances in which BER was developed, this article identifies areas where the programme requires further development to optimise this current high-point of investment in Australian schools. 相似文献
10.
Abbey MacDonald Kit Wise Kate Tregloan Wendy Fountain Louise Wallis Neil Holmstrom 《The International Journal of Art & Design Education》2020,39(1):227-241
A significant contention underpinning the commentary around STEM / STEAM is the evidence of discipline hierarchies, and inherent binary perspectives and/or biases that lend themselves to privileging one or more disciplines over another in an interdisciplinary education context. The current focus on increasing engagement with STEM in Australian schools provides opportunities to explore how the creative and liberal arts, and arts‐based approaches to teaching and learning are being adopted to significantly enhance teaching and learning outcomes in and for STEM education. This article examines how design for a STEAM education programme evolves and is adopted in an Australian context. Tasmania represents one of the most vibrant creative communities in Australia. At the same time it has one of the lowest levels of educational attainment. Entrenched teaching habits and disciplinary hierarchies often create significant barriers to the implementation of STEAM despite genuine goodwill and enthusiasm for STEAM among teachers and within schools. This article argues that, despite the contrasting dynamics extant in the Tasmanian educational context, it is here that some of the nation’s most curious and exciting examples of STEAM teaching and learning have emerged. It offers an example of an innovative learning project and proposes the means by which these disciplinary strands have been effectively entwined. 相似文献