NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ871865
Record Type: Journal
Publication Date: 2010-Mar
Pages: 14
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-0141-8211
The Absence of Knowledge in Australian Curriculum Reforms
Yates, Lyn; Collins, Cherry
European Journal of Education, v45 n1 p89-102 Mar 2010
This article draws on a study of Australian curriculum shifts between 1975 and 2005 to take up two themes of this special issue: the question about what conceptions of knowledge are now at work; and the consideration of global influences and national specificities in the reformulations of curriculum. It discusses two important approaches to curriculum in Australia in recent times, the "Statements and Profiles" activity of the early 1990s, and the "Essential Learnings" formulations of the past decade. The global tendencies we see at work in these two major approaches are, first, an increasing emphasis on externally managing and auditing student progress as a key driver of how curriculum policies are being constructed; and, secondly, a growing emphasis on approaching curriculum aims in terms of what students should be able to do rather than what they should know. We argue that in the contexts we discuss here, these approaches offered a way of marrying 1970s progressive views on child development and knowledge-as-process (views widely held by influential curriculum professionals in Australia) with late 20th century technologies of micro-management and instrumental agendas favoured by politicians--but that many questions about knowledge were left off the agenda.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia