Forging the Heteroglossic Citizen: Articulating Local, National, Regional and Global Horizons in the Australian Curriculum

Autor/in	Doherty, Catherine
Titel	Forging the Heteroglossic Citizen: Articulating Local, National, Regional and Global Horizons in the Australian Curriculum
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 35 (2014) 2, S.177-189 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2012.745729
Schlagwörter	Foreign Countries; National Curriculum; Curriculum Evaluation; Curriculum Development; Cultural Differences; Global Approach; Newspapers; Social Influences; Historians; Political Issues; Nationalism; Discourse Analysis; Australia + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Development; Curriculumentwicklung; Entwicklung; Kultureller Unterschied; Globales Denken; Newspaper; Zeitung; Sozialer Einfluss; Historian; Historiker; Politischer Faktor; Nationalismus; Diskursanalyse; Australien
Abstract	This article offers a discourse analysis comparing selected articles in the national press over the consultative period for Phase 1 subjects in the new Australian Curriculum, with rationales prefacing official Australian Curriculum Assessment and Reporting Authority documents. It traces how various versions of Australia, its "nation-ness" and its future citizens have been taken up in the final product. The analysis uses Lemke's analytic elaboration of Bakhtin's concept of heteroglossia and its derivative, intertextuality. It identifies a range of intertextual thematic formations around "nation", "history", "citizen" and "curriculum" circulating in the public debates, then traces their presence in official curriculum documents. Rather than concluding that these themes are contradictory and incoherent, the conclusion asks how these multiple dialogic facets of Australian nation-ness potentially offer a better response to complex times than any coherent monologic orthodoxy might. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10