Curriculum Change in Australia and Ireland: A Comparative Study of Recent Reforms

Autor/inn/en	Gleeson, Jim; Klenowski, Valentina; Looney, Anne
Titel	Curriculum Change in Australia and Ireland: A Comparative Study of Recent Reforms
Quelle	In: Journal of Curriculum Studies, 52 (2020) 4, S.478-497 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gleeson, Jim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2019.1704064
Schlagwörter	Educational Change; Foreign Countries; Comparative Education; Educational Policy; Global Approach; Curriculum Design; Skill Development; Professional Autonomy; Institutional Autonomy; Political Influences; Competency Based Education; Australia; Ireland + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; Vergleichende Erziehungswissenschaft; Politics of education; Bildungspolitik; Globales Denken; Lehrplangestaltung; Kompetenzentwicklung; Qualifikationsentwicklung; Berufsfreiheit; Institutionelle Autonomie; Political influence; Politischer Einfluss; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Australien; Irland
Abstract	Curriculum policies internationally are increasingly concerned with the promotion of national competitiveness and economic development. This involves more emphasis on skills than on knowledge, on learning than on teaching and on school/teacher autonomy than regulation from the centre. At the local level such global influences are inevitably refracted in a process known as glocalization. Using a critical policy historiography approach, this study explores globalization and glocalization forces in two relatively recent curriculum reforms--the Australian Curriculum and Ireland's Framework for Junior Cycle. Both reforms employ triadic models of curriculum design involving subjects/learning areas, key skills/general capabilities, statements of learning/cross-curriculum priorities. Globalization influences are clearly evident in the shared emphases in both jurisdictions on skills, learning and school/teacher agency. However, these reforms have inevitably been shaped by their respective local political and social contexts and the respective curriculum debates have been dominated by technical implementation issues such as curriculum overload in Australia and school-based versus external assessment in Ireland. Meanwhile, substantive issues such as the educational purposes of the reforms, the influence of market values and performativity and the significance of curriculum and teacher professionalism policymaking structures have been largely eschewed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01