Texturing Space-Times in the Australian Curriculum: Cross-Curriculum Priorities

Autor/inn/en	Peacock, David; Lingard, Robert; Sellar, Sam
Titel	Texturing Space-Times in the Australian Curriculum: Cross-Curriculum Priorities
Quelle	In: Curriculum Inquiry, 45 (2015) 4, S.367-388 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2015.1064305
Schlagwörter	Foreign Countries; Curriculum; Indigenous Populations; Culturally Relevant Education; Neoliberalism; Social Influences; Cultural Influences; Environmental Influences; Economic Factors; Self Determination; Critical Theory; Curriculum Development; Politics of Education; Pacific Islanders; Asia; Australia + Suchen Sie Ihr Suchwort? Ausland; Curricula; Lehrplan; Rahmenplan; Sinti und Roma; Neo-liberalism; Neoliberalismus; Sozialer Einfluss; Cultural influence; Kultureinfluss; Environmental influence; Umwelteinfluss; Ökonomischer Faktor; Selbstbestimmung; Kritische Theorie; Curriculum; Development; Curriculumentwicklung; Entwicklung; Educational policy; Bildungspolitik; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Asien; Australien
Abstract	The Australian curriculum, as a policy imagining what learning should take place in schools, and what that learning should achieve, involves the imagining and rescaling of social relations amongst students, their schools, the nation-state and the globe. Following David Harvey's theorisations of space-time and Norman Fairclough's operationalisation of these theories in the texturing of spatio-temporalities within policy texts, we seek to critically explore the cross-curriculum priorities of the Australian curriculum. These priorities--Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia's Engagement with Asia, and sustainability--collectively provide a "futures orientation" to the curriculum. They also mediate and assemble conflicting spatio-temporalities, aligning the purposes of Australian schooling with an instrumentalist concern for "Asia literacy," whilst simultaneously recasting the space-times of neoliberal capitalism within "sustainable" social, cultural and environmental constraints. We suggest these conflicting space-time constructions come to an uneasy resolution with the Aboriginal and Torres Strait Islander histories and cultures priority, where Indigenous peoples are represented as anchoring a reconciled nation-state in a particular place, while it is re-mapped within an Asian economic region. Such curricula constructions potentially diminish student recognition of Indigenous peoples' ongoing struggles for self-determination and steer student knowledge of "Asia" towards the acquisition of a set of skills to exploit future economic opportunity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01