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ERIC Number: EJ1130677
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1833-4105
EISSN: N/A
Critical Thinking and Learner Diversity in the Australian Curriculum: Implications and Epistemological Tensions
Ab Kadir, Mohammad Akshir
International Journal of Pedagogies and Learning, v11 n3 p225-237 2016
The new Australian Curriculum (AC) aims to prepare school leavers for the twenty-first century and the development of critical and creative thinking in school leavers is seen as a key dimension in preparing "students to live and work in the twenty-first century" and "fundamental to effective learning". More broadly, the AC is also envisioned as a curriculum that is inclusive and one which embraces learner diversity, especially in the context of increasing student diversity. However, an examination of the understandings of critical thinking in the AC suggests that they are underpinned by Western traditions and epistemologies. While such Western notions of critical thinking are common and prevalent in numerous global educational reforms, what would require further examination is how such Western understandings of critical thinking and their undergirding epistemologies might engender tensions in the Australian context of learners of increasing diverse epistemologies and cultures which evidently includes the non-Western. This paper explores these implications and tensions.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A