'You'd Be Surprised How Some People Probably Feel Uncomfortable': The Compliance-Resistance Continuum of Planning Integrated Australian History Curricula

Autor/in	Weuffen, Sara
Titel	'You'd Be Surprised How Some People Probably Feel Uncomfortable': The Compliance-Resistance Continuum of Planning Integrated Australian History Curricula
Quelle	In: Teacher Development, 26 (2022) 2, S.221-239 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weuffen, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2022.2027266
Schlagwörter	Foreign Countries; Curriculum Development; Integrated Curriculum; History Instruction; Indigenous Knowledge; Compliance (Psychology); Resistance to Change; National Curriculum; Middle School Teachers; High School Teachers; Teaching Experience; Teacher Qualifications; Curriculum Implementation; Political Attitudes; Australia + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; History lessons; Geschichtsunterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Lehrqualifikation; Political attitude; Politische Einstellung; Australien
Abstract	The purpose of this article is to present a problematising and exploration of how teachers educated within settler-colonial systems are positioned to analyse critically and resist whitewashed curriculum when planning for school-based learning. Since the 2013 implementation of the Australian Curriculum: History, Aboriginal and Torres Strait Islander studies have been a mandatory, albeit subsidiary, focus area of study. While publications have explored the purpose of, the need for, and the possibilities offered up by cross-curriculum education, very little attention has been paid to how curriculum is enacted within schools. Through a poststructuralist lens, and a non-Indigenous researcher positioning, this article illuminates a discursive analysis of ways in which six history teachers in Victoria, Australia, perform their subject positioning along a continuum of compliance-resistance within the Australian education system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01