The Australian Curriculum gambit: playing knowledge games with education policy

Heggart, K; Barnes, N; Kolber, S; Mahoney, T; Malcher, C

The Australian Curriculum gambit: playing knowledge games with education policy

Heggart, K

Barnes, N Kolber, S Mahoney, T Malcher, C

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Publisher:: Springer
Publication Type:: Journal Article
Citation:: Curriculum Perspectives, 2024, pp. 1-11
Issue Date:: 2024-01-01

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Field	Value	Language
dc.contributor.author	Heggart, K https://orcid.org/0000-0003-2331-1234
dc.contributor.author	Barnes, N
dc.contributor.author	Kolber, S
dc.contributor.author	Mahoney, T
dc.contributor.author	Malcher, C
dc.date.accessioned	2024-03-07T08:08:15Z
dc.date.available	2024-03-07T08:08:15Z
dc.date.issued	2024-01-01
dc.identifier.citation	Curriculum Perspectives, 2024, pp. 1-11
dc.identifier.issn	0159-7868
dc.identifier.issn	0159-7868
dc.identifier.uri	http://hdl.handle.net/10453/176299
dc.description.abstract	The Australian Curriculum, and therefore the Australian education system, continues to be a site of contestation and review. The Australian Curriculum has become dominated by third parties playing knowledge games with the document to win elections. This paper draws on ongoing research into political knowledge games in educational policy making in the ongoing debates about History and Civics and Citizenship Education (CCE) in the Australian Curriculum. The actions are undertaken by various politicians via an analysis of social media activity. The findings indicate that the development of curriculum, which is something that should be undertaken via a democratic process that privileges community engagement and majority influence, is at risk of being subverted by these actors through ideology-borrowing, laundering and acquisition. The paper will conclude with a discussion of what teachers and traditional advocacy groups should be concerned with in an age where curriculum is determined by social media.
dc.language	en
dc.publisher	Springer
dc.relation.ispartof	Curriculum Perspectives
dc.relation.isbasedon	10.1007/s41297-023-00222-x
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.rights	This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: https://dx.doi.org/10.1007/s41297-023-00222-x
dc.subject	1302 Curriculum and Pedagogy, 1608 Sociology
dc.subject.classification	3901 Curriculum and pedagogy
dc.subject.classification	3902 Education policy, sociology and philosophy
dc.title	The Australian Curriculum gambit: playing knowledge games with education policy
dc.type	Journal Article
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1608 Sociology
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/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	University of Technology Sydney/Strength - CREDS - Centre for Research on Education in a Digital Society
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
utslib.copyright.embargo	2024-12-12T00:00:00+1000Z
dc.date.updated	2024-03-07T08:08:14Z
pubs.publication-status	Published

Abstract:

The Australian Curriculum, and therefore the Australian education system, continues to be a site of contestation and review. The Australian Curriculum has become dominated by third parties playing knowledge games with the document to win elections. This paper draws on ongoing research into political knowledge games in educational policy making in the ongoing debates about History and Civics and Citizenship Education (CCE) in the Australian Curriculum. The actions are undertaken by various politicians via an analysis of social media activity. The findings indicate that the development of curriculum, which is something that should be undertaken via a democratic process that privileges community engagement and majority influence, is at risk of being subverted by these actors through ideology-borrowing, laundering and acquisition. The paper will conclude with a discussion of what teachers and traditional advocacy groups should be concerned with in an age where curriculum is determined by social media.

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http://hdl.handle.net/10453/176299