1,721,007 research outputs found
Multicultural education, global studies and studies of Asia
No full textLike other nations, Australia has experienced significant change in the past few decades as its society has become increasingly diverse. The new cultures and traditions that result from ethnic and religious diversity have both enriched Australian society and presented it with some challenges. Other challenges have resulted from increased globalisation. For example, the economic fallout from the recent global financial crisis indicates that global issues can impact across a range of levels, from multinational corporations and nation-states to local sites and individual livelihoods. Some suggest that Australia fared better than other nations during this economic crisis because of its export trade with China. Although this is disputed by economists, it highlights another facet of change that is impacting on Australian society and this relates to Australia’s growing engagement with the nations of Asia. There is increasing awareness in education systems that if young people are to achieve their potential as future citizens they need to be able to negotiate the cultural, social, political and economic ties that connect them to the global and regional community through work, leisure and citizenship. Multicultural education, global studies and studies of Asia play a particular part in helping young people to:\ud
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• appreciate cultural diversity within and beyond\ud
their own nation\ud
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• imagine with some accuracy how others view their\ud
world\ud
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• participate in shaping a better future.\ud
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This chapter explores the origins, distinctions and\ud
common features of each approach
Values, controversial issues and interfaith understanding
No full textThis chapter explores a range of approaches to teaching about values, controversial issues and interfaith understanding in social education/integrated social sciences and teh disciplines of history and geography. It is written for primary, middle and secondary pre-service teachers. Values are fundamental to human activity. What makes us distinctive is our ability to understand the challenges we face in life, and to make choices about how to respond. Yet, as the Cheshire cat from Lewis Carroll's Alice in Wonderland observed, if we don't care about how we make such choices, then the outcome of our decision making is diminished. Values education is a complex and controversial area, yet it is an essential part of the education system. Many syllabuses and policy documents require that certain values are emphasised. And of course, schools aim to inculcate and foster in students a range of personal, social, moral and spiritual values, many of which are shared by members of the wider community. Yet because values are also contested in the community, values education involves the exploration of controversial issues. Similarly, an exploration of the underlying belief systems of different worldviews and how they influence value commitments and interfaith understanding in today’s world is an increasingly significant part of values education
Marsh, Colin, Curriculum Theorizing, pp. 215-239 in his Curriculum: An Analytic Introduction . Sydney, Australia: Ian Nooak, 1986.*
No full textReviews various approaches to and categories of curriculum theorizing (system-oriented a priorists, system-opposing a priorists, system-indifferent explorers, and system-supportive explorers)
"More tick-the-box": the challenge of promoting interdisciplinary learning in the middle years through the Australian history curriculum
No full textThe Australian Curriculum marks national reforms in social science education, first with the return to the disciplines of history and geography and second, through a new approach to interdisciplinary learning. This paper raises the question of whether the promise of interdisciplinary learning can be realised in the middle years of schooling if teachers have to teach history as a discipline rather than within an over-arching integrated curriculum framework. The paper explores the national blueprints and considers the national history curriculum in light of theories of teachers’ knowledge and middle school education. Evidence from teacher interviews indicates that historical understanding can be achieved through integrated frameworks to meet the goals of middle schooling
Values, controversial issues and interfaith understanding
No full textValues are fundamental to human activity. What makes us distinctive is our ability to understand the challenges we face in life, and to make choices about how to respond. Yet, as the Cheshire Cat from Lewis Carroll’s Alice’s\ud
Adventures in Wonderland observed, if we don’t care about how we make such choices, the outcome of our decision-making is diminished. Values education is a broad, complex and controversial area, and, while it has shifted in\ud
emphasis and focus, it continues to be an essential part of many education systems. For example, some international education systems are exploring the links between values education and student wellbeing. In Australia,\ud
the values basis for ethical behaviour is receiving emphasis as a general capability, or important component of education, that can be developed across the curriculum. Indeed, some syllabus and policy documents require\ud
that particular values are emphasised, while numerous schools aim to inculcate and foster a range of personal social, moral and spiritual values in their students, many of which are shared by members of the wider community. However, because values are also contested in the community, values education involves the exploration of controversial issues. Similarly, values education explores the underlying belief systems of different world views and how they influence value commitments, ways of behaving, and interfaith understanding in today’s globalised world. This\ud
chapter explores the significance and teaching possibilities of values, controversial issues and interfaith understanding
Marsh, Colin J., Curriculum Theorizing in Australia, The Journal of Curriculum Theorizing, 7(No. 2, 1987), 7-29.
No full textIdentifies Australian curriculum theorists and the books published from 1919 to 1981
Marsh, Colin J., Outside-In Curriculum Development: Promises and Problems, British Journal of Educational Studies, 32(February, 1984), 18-26.
No full textProvides a case study of curriculum development initiated outside the local setting
Marsh, Colin J., Implementation of a Curriculum Innovation in Australian Schools, Knowledge: Creation, Diffusion, Utilization, 6(September, 1984), 37-58.
No full textDescribes curriculum innovation projects in Australia and derives models of implementation
Marsh, Colin J., Curriculum Implementation: An Analysis of Australian Research Studies, 1973-83, Curriculum Perspectives, 6(May, 1986), 11-21.
No full textDoes a review and analysis of a decade of Australian studies on curriculum implementation
History in the Australian Curriculum F-10 : providing answers without asking questions
No full textThis paper examines the most recent version of the Australian Curriculum: History F-10. It does so in two ways. First, it explores some of the strengths and weaknesses of this curriculum with reference to the decision to frame aspects of Australian history within the context of a world history approach. Whilst the positioning of Indigenous Histories is applauded, the curriculum’s lack of attention to the significance of the recent history of Australia’s Asian neighbours, and Australia’s relationship with them, is critiqued. This part of the paper also emphasises the need for comparative approaches and calls for greater emphasis on providing students with opportunities to critique and contest the construction of narratives about the past. Second, the paper introduces four invited articles that examine different aspects of the Australian Curriculum: History. Collectively these papers reiterate the significance of the richness of integrated and child-centred approaches and the importance of developing historical thinking, empathy and the historical imagination in the classroom
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