National Curriculum: A Political-Educational Tangle

Autor/in	Brennan, Marie
Titel	National Curriculum: A Political-Educational Tangle
Quelle	In: Australian Journal of Education, 55 (2011) 3, S.259-280 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
Schlagwörter	Foreign Countries; Feedback (Response); National Curriculum; Alignment (Education); Problems; Governance; Teacher Role; Government Role; Core Curriculum; Curriculum Development; Curriculum Design; Curriculum Implementation; Educational Policy; Policy Formation; Policy Analysis; Politics of Education; Role of Education; Educational Principles; Educational Environment; Educational History; International Education; Federal State Relationship; Australia + Suchen Sie Ihr Suchwort? Ausland; Problemsituation; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Lehrerrolle; Kerncurriculum; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrplangestaltung; Politics of education; Politische Betätigung; Politikfeldanalyse; Bildungsauftrag; Bildungsprinzip; Lernumgebung; Pädagogische Umwelt; Schulumwelt; History of education; Bildungsgeschichte; Internationale Erziehung; Bund-Länder-Beziehung; Australien
Abstract	Recent moves in Australia to institute a national curriculum emanated from federal governments of ostensibly different political persuasions in the period from 2003, building on developments that go back over 25 years. This article traces continuities and new developments, meditating on two questions: whether the current moves are politically likely to move along federalism in Australian education and whether the current approach to national curriculum is educationally sound. Lack of infrastructure to support teachers and schools, lack of necessary feedback loops into policy and development, and lack of appropriate evolving and specified relationships among levels of government may well undo all the important educational work on national curriculum. On the educational front, the overcrowding of specified content, its specification at age levels, and the disjuncture between content, assessment and pedagogies do not bode well for providing practicable and well-resourced support for teachers. But, given other national partnerships and work on federalising many spheres (including the two big spending areas still under states' control: health and education), it may be that national curriculum is a project whose time has come. If so--and this is still not certain--it signals major shifts in the governance of curriculum and particularly has implications for the role of teachers in the core of their work. (Contains 1 table.) (As Provided).
Anmerkungen	Australian Council for Educational Research. 19 Prospect Hill Road, Camberwell, VIC 3124, Australia. Tel: +61-3-9277-5447; e-mail: sales@acer.edu.au; Web site: http://www.acerpress.com.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10