STEM and STEAM and the Spaces Between: An Overview of Education Agendas Pertaining to ‘Disciplinarity’ Across Three Australian States

Macdonald, A; Hunter, J; Wise, K; Fraser, S

STEM and STEAM and the Spaces Between: An Overview of Education Agendas Pertaining to ‘Disciplinarity’ Across Three Australian States

Macdonald, A Hunter, J

Wise, K Fraser, S

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Publication Type:: Journal Article
Citation:: Journal of Research in STEM Education, 2019, 5 (1), pp. 75 - 92
Issue Date:: 2019-07-25

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Field	Value	Language
dc.contributor.author	Macdonald, A	en_US
dc.contributor.author	Hunter, J https://orcid.org/0000-0001-9232-8895	en_US
dc.contributor.author	Wise, K	en_US
dc.contributor.author	Fraser, S	en_US
dc.date.available	2019-06-03	en_US
dc.date.issued	2019-07-25	en_US
dc.identifier.citation	Journal of Research in STEM Education, 2019, 5 (1), pp. 75 - 92	en_US
dc.identifier.issn	2149-8504	en_US
dc.identifier.uri	http://hdl.handle.net/10453/135666
dc.description.abstract	This article presents an overview of how interdisciplinary education agendas are being interpreted and enacted within three Australian states: New South Wales, Tasmania and Victoria. A comparative discussion is offered to ascertain the common and contrasting inhibitors and enablers of these agendas, speci cally approaches to STEM and STEAM across the three states. Consideration is given to the priorities espoused in current State and Federal policy agendas. The article explores how disciplinary acronyms such as STEM and STEAM are being mobilised to empower or exclude particular disciplines, and how this implicates upon enactment of the three dimensions of the Australian Curriculum. By focusing on the contested spaces between these disciplines, the distinctiveness and potential of various interdisciplinary agendas can be better understood. In turn, ways of recognising, embracing and prioritising different forms of disciplinary knowledge can be identi ed in the spaces between disciplinary curriculum and pedagogy. These diverse ways of knowing are posited as integral to equipping young people for uncertain futures.	en_US
dc.relation.ispartof	Journal of Research in STEM Education	en_US
dc.title	STEM and STEAM and the Spaces Between: An Overview of Education Agendas Pertaining to ‘Disciplinarity’ Across Three Australian States	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	5	en_US
utslib.location.activity	Australia	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.issue	1	en_US
pubs.publication-status	Published online	en_US
pubs.volume	5	en_US

Abstract:

This article presents an overview of how interdisciplinary education agendas are being interpreted and enacted within three Australian states: New South Wales, Tasmania and Victoria. A comparative discussion is offered to ascertain the common and contrasting inhibitors and enablers of these agendas, speci cally approaches to STEM and STEAM across the three states. Consideration is given to the priorities espoused in current State and Federal policy agendas. The article explores how disciplinary acronyms such as STEM and STEAM are being mobilised to empower or exclude particular disciplines, and how this implicates upon enactment of the three dimensions of the Australian Curriculum. By focusing on the contested spaces between these disciplines, the distinctiveness and potential of various interdisciplinary agendas can be better understood. In turn, ways of recognising, embracing and prioritising different forms of disciplinary knowledge can be identi ed in the spaces between disciplinary curriculum and pedagogy. These diverse ways of knowing are posited as integral to equipping young people for uncertain futures.

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http://hdl.handle.net/10453/135666