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ERIC Number: EJ1173480
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISSN: EISSN-2327-3585
Mapping the Hidden Discourse of Geographical Inquiry and Curriculum Change--Initial Case Study Responses to Geography Education K-10 in Australian Schools
Carroll, Kay
Journal of International Social Studies, v8 n1 p133-148 2018
Within Australia, globalization, contentious connections with Asia, and an increasing concern with sustainable development and intercultural education have created a new educational framework and curricula. The Australian Curriculum is the tangible, multidimensional, and pedagogic catalyst to deliver capable, creative, culturally aware, future-focused, and critical education to all young people across the nation. Within this context, Geography as unique discipline has been introduced from foundational years to the end of compulsory schooling. Australian teachers have responded to the implementation of this new curriculum with fear, reticence, resistance, brave enthusiasm, and pedagogic creativity. This paper analyzes these responses to geographical inquiry and curriculum implementation in the early stages of this process and considers the rationale, context, and potential impact on learning.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A