Distorted Representations of the "Capability Approach" in Australian School Education

Autor/in	Skourdoumbis, Andrew
Titel	Distorted Representations of the "Capability Approach" in Australian School Education
Quelle	In: Curriculum Journal, 26 (2015) 1, S.24-38 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2014.955512
Schlagwörter	Foreign Countries; Curriculum Development; Educational Policy; National Curriculum; Neoliberalism; Educational Practices; Educational Objectives; Knowledge Economy; Educational Change; Classroom Techniques; Delivery Systems; Relevance (Education); Capacity Building; Student Evaluation; Australia + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Neo-liberalism; Neoliberalismus; Bildungspraxis; Educational objective; Bildungsziel; Erziehungsziel; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Bildungsreform; Klassenführung; Auslieferung; Relevance; Relevanz; Schulnote; Studentische Bewertung; Australien
Abstract	Recently, curriculum developments in Australia have seen the incorporation of functionalist "general capabilities" as essential markers of schooling, meaning that any pedagogical expression of classroom-based practice, including subsequent instruction, should entail the identification and development of operational general capabilities. The paper questions and critiques recent curriculum developments in Australia that characterises capabilities purely in functionalist terms, something that the broader capabilities literature eschews. The analysis is informed by aspects of the theoretical frameworks of Martin Heidegger and Pierre Bourdieu. It examines the notion of "general capabilities' in the Australian Curriculum. The paper argues that there is an inherent contradiction in Australian education policy, namely a vocationally oriented national school curriculum with implied functionings that cannot fulfil designated purposes. The paper finds that the curriculum's connection to increased individual and national economic prosperity, one championing "jobs and careers of the twenty-first century", is evident, although current populous forms and categories of employment seem to suggest otherwise. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01