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ERIC Number: EJ1047147
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-0159-6306
The "Australian Curriculum: History"--The Challenges of a Thin Curriculum?
Ditchburn, Geraldine
Discourse: Studies in the Cultural Politics of Education, v36 n1 p27-41 2015
The "Australian Curriculum: History" has emerged out of a neoliberal federal education policy landscape. This is a policy landscape where pragmatic and performative, rather than pedagogic concerns are clearly foregrounded, and this has implications for curriculum development and implementation. A useful way to conceptualise the features, assumptions and potentialities of the "Australian Curriculum: History" that has been produced from these policy imperatives is through a framework provided by the descriptors, "thin" and "thick". A thin curriculum is one that essentially equates curriculum with a product, and where the prescribed content is central to understanding what a curriculum is. A thick curriculum, on the other hand, is one where the curriculum is understood as a verb, where the details of content are secondary to an exploration of bigger questions and concepts, and where curriculum theory is the starting point for the selection of content. The use of "thin" and "thick" as the ends of a continuum of curriculum provides insights into the purposes of a curriculum. Ultimately, such a dichotomy exposes assumptions about what is important knowledge and who is in control of the curriculum. This paper focuses on how the "Australian Curriculum: History" as an example of a "thin" curriculum, presents a number of challenges.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education; Grade 8; Junior High Schools; Middle Schools; Elementary Education; Grade 7; Grade 9; High Schools; Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia