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1.
Jo Ailwood Jo Brownlee Eva Johansson Charlotte Cobb-Moore Sue Walker Gillian Boulton-Lewis 《教育政策杂志》2013,28(5):641-653
Understandings of young children as active and capable citizens, while evident in discourses of early childhood education and research, are not widely reflected in the policy for the early years of schooling in Australia. This paper makes an analysis of the gaps and tensions between discourses of young children as active citizens and policy for citizenship education at the national level in Australia and at the Queensland State level. There is a widespread discourse within early childhood that regards young children as citizens and democratic participants in their own lives, as a reflection of the oft-cited Article 12 in the UN Convention on the Rights of the Child. However, educational policy and curriculum for citizenship in Australia, by and large, adheres to age and stage understandings of children that deem young children unable to conceptualise and/or articulate ideas of what it means to ‘be a good citizen’. We ask which discourses are being harnessed in educational policy for citizenship in Australia, what discourses are silenced or ignored and what this tells us about how young children are thought about in Australian politics and education. 相似文献
2.
Thomas Kwan Choi Tse 《International Studies in Sociology of Education》2013,23(3):231-248
Following the resumption of Chinese sovereignty in 1997, the Hong Kong Government has introduced a new national education project which aims at building nationalism and patriotism. With an active involvement of the state and civil society in promoting national education in recent years, there have been certain drastic changes in the school system—reforms in the curriculum with more weight to national identity and China’s topics, more nationalistic or patriotic extra‐curricular activities and rituals, and more training for teachers to conduct national education. Informed by a Gramscian notion of hegemony, this paper analyses the advent of and struggles over the national education policy and illustrates the collaboration and contests among various groups in the nation‐building project—with the controversies over display of the national flag and liberal studies curriculum as examples. 相似文献
3.
Since the early 2000s, literacy education has become an area of intense focus in Australian education policy, positioned to have a role in Australia's pursuit of enhanced international competitiveness in the “global knowledge economy”. Policy called for improvements in literacy outcomes, monitored by mandated annual assessments, and policy statements recognised the need to establish solid literacy foundations in early childhood to facilitate learning, and desired improvements, in later years. This article is derived from a larger study that investigated the production and enactment of literacy curriculum policy by early childhood teachers in Australian schools. It focuses on the school level within the State of Western Australia, presenting findings derived from thematic and critical discourse analysis of participant interview and documentary data collected in two case‐study schools. Comparative analysis revealed that literacy curriculum policy processes in both case‐study schools were focused on achieving improved test results in mandated testing regimes. This was impacting upon literacy curriculum in the early childhood years of schooling, in Australia deemed to involve children up to 8 years of age, in many, possibly adverse, ways. These findings may offer insights in other contexts about literacy curriculum policy processes that are focused on enhancing competitive positioning. 相似文献
4.
A key feature of recent curriculum reform in post-industrialised liberal economies has been the ascendancy of outcomes-based education policies. A 1995 review conducted in Western Australia (WA) recommended an outcomes-based approach, and in response, the Curriculum Framework (CF) was released in 1998. The same year, the WA State government mandated that all schools, both non-government and government, demonstrate compliance with the outcomes-based CF for Years K–10 by 2004. This article compares case-studies of non-government and government schools in analysing assessment and reporting issues in relation to the enactment of outcomes-based curriculum policy in the mid-2000s. With significantly different localised contexts, including different degrees of institutional autonomy and different approaches to curriculum, assessment and reporting, interesting contrasts and commonalities arose as each school engaged with the new policy. The research draws on a hybrid approach to policy analysis, incorporating both critical theory and post-structuralism with their different conceptualisations of power relationships. In-depth semi-structured interviews were conducted to examine and analyse the views of participants at each site. Although there is no intention to generalise from individual case-studies, cross-case analysis reveals the emergence of meta-level themes – such as market choice, accountability and teacher professionalism – which are associated with ‘bigger picture’ issues of power and which may well provide insights for explorations of curriculum reform in other contexts. 相似文献
5.
Following the Commonwealth Government funding cuts in 1986, a hiatus has developed in in‐service teacher education in Australia. Recent curriculum innovations and expanding stresses in the educational environment have generated in‐service education needs which are possibly greater than at any other time in the recent past. The trend in other industrialized countries has been to encourage or even require teachers in primary and secondary education to achieve postgraduate qualifications. Similar pressures are currently mounting in Australia. The combination of the stresses and new emphasis, calls for a rethinking of existing approaches and policies. The restructuring of the education system in a number of States, the difficulties which have become apparent in solution‐centred in‐service programmes and the continuing unsatisfactory ad hoc arrangements for the design and delivery of such programmes across Australia indicate that the need for different policies and provisions in teacher professional development is acute. After analysing the state of the art of in‐service training in Australia, this paper provides possible rationales for such policies and programmes and suggests the development of a multiprogramme policy package which could assist the teachers to ensure a better quality and cost‐effective educational service. 相似文献
6.
Isabel Martins Francine Pinhão Rita Vilanova 《Cultural Studies of Science Education》2017,12(4):863-871
In their paper, Hoeg and Bencze argue that current STEM curriculum guidelines prioritise the training of a workforce in detriment of a democratically grounded education for citizenship. We agree that there is an insufficient questioning about which type of citizenship STEM curricula would favour and wish to contribute to this debate by (1) problematising different meanings and aspects of citizenship in different models of democracy and (2) exploring the dialectical nature of structure and agency in the discursive construction of educational (policy) discourse. We also discuss results from recent empirical research about teachers’ ideas on citizenship education in order to challenge views that assume a linearity between educational policy and its enactment. 相似文献
7.
世界各国面对全球一体化带来的公民身份认同危机,纷纷颁行关于公民教育课程的政策法规,以实现培养合格公民的目标。在这一进程中,英国、澳大利亚、美国、加拿大四国的公民教育课程改革较具代表性。课程目标制定的专业性及明确性、课程资源的可获取性、教师培训的有效性、资金支持的连续性以及课程研究、评估和监督的持续性,成为影响公民教育有效实施的几大决定性因素。 相似文献
8.
Aaron Koh 《Globalisation, Societies & Education》2006,4(3):357-370
This article discusses how the media and schools are used as disciplinary apparatuses to resist and work against globalisation in Singapore. Aihwa Ong calls the deployment of state ideological apparatuses, such as the media and schools, acts of ‘reassemblage’, when technocrats resort to assemble institutions, diverse Government practice and political values to engage in citizenship production. The National Education curriculum package introduced to Singapore schools is one example of ‘reassemblage’, which aims to reinvent subject‐citizens who are perceived as lacking cultural mooring and a national identity. I argue that in the context of globalisation, this cultural experimentation of constructing a national identity and creating a sense of belonging is fraught with ruptures, as ‘youthscapes’ and new communication technologies are potentially the liminal spaces where other sources of identities are up for grabs. These liminal spaces further allow youths to perform ‘elective belonging’ rather than a sense of belonging bound by the ‘national’ and ‘local’. 相似文献
9.
This article provides a comparative analysis of citizenship education in the Philippines and Singapore. Through an analysis of historical contexts, citizenship education policy and curriculum, it examines Makabayan in the Philippines and National Education in Singapore. It identifies particular policy and curriculum trajectories as responses to national and global imperatives to demonstrate how countries are redefining the kinds of knowledge, skills and values deemed necessary for national citizenship in global contexts. This comparative case study illustrates some of the tensions and contradictions facing citizenship education in new global contexts and highlights the different ways countries try to manage these tensions through citizenship education policies and curricula. Findings point to different factors that shape and constrain the implementation of citizenship education programmes in both countries. 相似文献
10.
Citizenship,civic education and politics: the education policy context for young Australian citizens
Citizenship education in Australia is embedded throughout the school curriculum. Despite a coherent policy context for the inclusion of citizenship and civic education at all levels of schooling, the links between education and civic minded citizens are tenuous. This paper explores these connections by drawing on the views of participants in an international community service program between Western Australia and Tanzania. By situating the interview data in relation to the policy goals, the paper argues that the current policy framework ‘sanitises’ the political nature of modern citizenship. The results from this study demonstrate that students have little understanding of the connections between the civic, the social and the political realms of citizenship. These results suggest that the current policy context does not adequately prepare young people to position themselves in the political realm. 相似文献
11.
Democratic citizenship education in the information age must concern itself with the goal of nurturing future generations
with the capacity to make appropriate use of the changes driven by the advances of ICTs so as to activate political and social
democracy. Using Australia and South Korea as case studies, this paper discusses the role that citizenship education can and/or
should play in producing democratic citizens in the information age. This paper analyses and compares the recent curricula
and educational policy developments in citizenship education in Australian and South Korea. More specifically, the paper attempts
to identify what implications the advances of ICTs have and what future tasks they impose for the field of democratic citizenship
education. Key Words: democratic citizenship education, information age, ICTs, South Korea, Australia, school curriculum,
educational policy 相似文献
12.
澳大利亚高等教育质量保证体制综述 总被引：3，自引：0，他引：3
文章首先考察了20世纪90年代澳大利亚高等教育质量保证的发展，然后总括了澳大利亚目前多层面质量保证体制，论及了两个联合政府机构：澳大利亚学历资格评定框架署和澳大利亚大学质量保证总暑，联邦、州和地区政府以及高等教育部门的各种职能。 相似文献
13.
Cheng-Yu Hung 《Asia Pacific Journal of Education》2017,37(2):205-218
The national curriculum reformers, regarded as members of the social elites and intellectuals, projected their vision of identity onto the curriculum which they constructed and influenced the next generation’s national consciousness. In the tangled relationship between politics and education, the selection of the reformers in a sense dictates the direction of the new curriculum. This article interviewed 18 reformers, members of the latest citizenship curriculum of 2010, to investigate their individual views on identities and the monolithically-promoted Chinese configuration in the old curriculum. Although the new citizenship curriculum, renamed Curriculum Guidelines for Civics and Society, puts nothing in writing in favour of either a Chinese or Taiwanese national identity, according to the discovery in this research, the Curriculum Committee implicitly embedded a transformed inclusive and hyphenated Taiwanese national identity in the new curriculum in the hope of accentuating Taiwan’s exclusive sovereignty. The inner thinking of the reformers is uncovered to reveal their reasoning that a broadly constructed national identity can concurrently accommodate diverse personal identities and suits the society better than the previously prescribed Chinese identity. This article also records the evolution of the curriculum from the previous China-centred narratives to Taiwan-centred narratives, something that happened in line with the changes in Taiwanese society. 相似文献
14.
公民教育的进展研究：发达国家的探索 总被引：1，自引：0，他引：1
21世纪初，无论是在国家层面还是在国际范围，人们都开始对公民教育产生新的兴趣。越来越多具有多元文化的民主国家对作为民主公民教育基础的人权教育的国际共识、全球化进程所带来的统一性与多样性之间关系的冲突特征、许多民主的民族一国家对公民（特别是年轻人）的政治参与水平以及对种族主义倾向的反民主运动的忧虑等，都被看作是引进和加强公民教育的原因。一个由国际学者组成的研究小组，通过考察、研究为我们确认了多元文化的民主体系中公民教育在教学方面的一些重要原则、概念以及公民教育对学校课程的促进。发达国家在实践方面的经验显示，成功的公民教育要求一个清晰的政策框架和专业的教师培训等。 相似文献
15.
Eleanor M. Rawling 《British Journal of Educational Studies》2001,49(2):137-158
A case study of the changing geography curriculum illuminates the continuing struggles over subject knowledge at national level, and highlights more general issues about ideology and the politics of curriculum change 1991-2000. The investigation focuses on the processes and impacts of two National Curriculum Reviews and the changing policy trends and structures becoming apparent under New Labour. Three phrases of curriculum policy-making are tentatively recognised, raising questions for further research. 相似文献
16.
In late 2013 a new curriculum for Civics and Citizenship education was published by the Australian Curriculum and Assessment Reporting Authority for use in Australian schools. In line with previous curricular initiatives concerning education for citizenship in Australia a key rationale behind the new subject is the education of “active citizens”. Research evidence over the last 25 years paints a mixed picture regarding the extent to which the translation of policy intent has been successfully implemented within Australian schools. Exploring the new subject of Civics and Citizenship in Australia in the context of previous initiatives and existing research evidence, we explore the contested and complex nature of active citizenship around three key issues – the scope and form of action that constitutes citizenship in one’s communities, how young people themselves conceptualize and experience participation, the potential that active citizenship opportunities are interpreted as being synonymous with the use of active teaching and learning methods. On this basis we argue that the new curriculum provides some optimism for those committed to education for citizenship in Australian schools, but that this optimism needs to be tempered with a degree of caution. 相似文献
17.
Citizenship Education and National Identities in France and England: Inclusive or exclusive? 总被引：5，自引：2，他引：3
ABSTRACT This paper examines and compares recent citizenship education policy documents from France and England and explores the extent to which they encourage inclusive or exclusive concepts of national identity and citizenship. Current policies are being developed in a context of perceived disillusionment and political apathy amongst the young. Whilst citizenship education has traditionally aimed to prepare young people to take their place in adult society and a national community, today the notion of a single national identity is increasingly questioned. Using framing questions from the International Association for the Evaluation of Educational Achievement (IEA) survey of civic education, we examine programmes of study in each country to determine the extent to which they promote human rights as shared values, make positive references to cultural diversity, and conceptualise minorities. We consider the potential of citizenship education thus defined to contribute towards the development of justice and equality in society and challenge racism and xenophobia. We note the strengths and limitations of each approach to education for citizenship and suggest what each might gain from the other. 相似文献
18.
Citizenship Education in England: The Crick Report and Beyond 总被引：4，自引：1，他引：3
Terence H. Mclaughlin 《Journal of Philosophy of Education》2000,34(4):541-570
Citizenship education is being formally introduced into schools in England as a matter of national policy for the first time. This article offers a critical evaluation of the report of the Advisory Group on Education for Citizenship and the Teaching of Democracy in Schools which was chaired by Professor Bernard Crick, and which has been influential in shaping current educational policy in relation to these matters. An assessment is also offered of the challenges and prospects which confront citizenship education in England in the light of these developments. 相似文献
19.
Recently, critical policy scholars have used the concepts of enactment, context and performativity as an analytic toolkit to illuminate the complex processes of the policy cycle, in particular, the ways in which a multitude of official education reform policies are taken up, challenged and/or resisted by actors in local, situation-specific practices. This set of theoretical tools are usually deployed to analyse interview data collected from a single school or cluster of schools to draw findings or conclusions about the complex processes of policy enactment. We aim to build on this critical policy studies work by, firstly, highlighting key aspects of these theoretical/methodological constructs, secondly, exploring the performative role of research in the materiality of specific contexts and, thirdly, theorising education policy research in terms of ontological politics. We ground this work in a recent collaborative enquiry research project undertaken in Queensland, Australia. This research project emerged in the Australian policy context of National Partnership Agreement policies which were designed to reform public or government-funded schools servicing low socio-economic communities, in order to improve student learning outcomes, specifically in literacy and numeracy as measured by high-stakes national testing. 相似文献
20.
This paper examines the impact of the Williams Committee Report on Education and Training on the Australian universities since its publication in February, 1979. In it we discuss the influence of public policy on tertiary education as it has been implemented by the Federal and State Governments of the Commonwealth following the release of the Report.The Federal Government's stated policy in response to the Report was to continue the process of monitoring and adjusting the education system in accord with the Williams Committee proposals for evolutionary change to improve the quality of education. How-ever, because Australian education is experiencing a period of tight economic restraint, it is not surprising that the first tangible reactions to the sections of the Report about universities were to those recommendations about cost, efficiency and availability of tertiary education as well as to those about integration and rationalisation of resources.These outcomes are examined in the context of three Universities, namely, Murdoch University (the Western Australian State Government established a Committee of Inquiry to make recommendations about the future of Murdoch as a result of proposals made by the Williams Committee about it integrating with the University of Western Australia), The University of Tasmania (the Tasmanian State Government took action to follow-up the submission made by the Tasmanian Treasury to the Williams Committee about the rationalisation of resources in tertiary education) and The University of Wollongong (chief executive officers of institutions from the three sectors of higher education in the Illawarra region have reformed an informal advisory group which had operated before the Williams Committee Report was released, into an Advisory Council with a more formal status to explore areas of possible collaboration and cooperation).These reactions have had the aim of broadening the scope of university activities in three of the smallest universities in Australia. In each case, a number of fundamentally important educational and resource issues have been raised and the reactions of the universities have been shaped by public policies. We believe that universities as social institutions should take into account the needs of societies in making decisions about their interests and welfare. It is therefore of paramount importance for universities to be fully aware of relevant public policies and be able and willing to respond constructively. 相似文献