The "Australian Curriculum: History"--The Challenges of a Thin Curriculum?

Autor/in	Ditchburn, Geraldine
Titel	The "Australian Curriculum: History"--The Challenges of a Thin Curriculum?
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 36 (2015) 1, S.27-41 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2013.829657
Schlagwörter	Foreign Countries; Neoliberalism; Curriculum; Educational Policy; History Instruction; Human Capital; Economic Factors; Secondary Education; Curriculum Development; Grade 8; Grade 7; Grade 9; Grade 10; Educational Change; Theories; Course Content; Australia + Suchen Sie Ihr Suchwort? Ausland; Neo-liberalism; Neoliberalismus; Curricula; Lehrplan; Rahmenplan; Politics of education; Bildungspolitik; History lessons; Geschichtsunterricht; Humankapital; Ökonomischer Faktor; Sekundarbereich; Curriculum; Development; Curriculumentwicklung; Entwicklung; School year 08; 8. Schuljahr; Schuljahr 08; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; Bildungsreform; Theory; Theorie; Kursprogramm; Australien
Abstract	The "Australian Curriculum: History" has emerged out of a neoliberal federal education policy landscape. This is a policy landscape where pragmatic and performative, rather than pedagogic concerns are clearly foregrounded, and this has implications for curriculum development and implementation. A useful way to conceptualise the features, assumptions and potentialities of the "Australian Curriculum: History" that has been produced from these policy imperatives is through a framework provided by the descriptors, "thin" and "thick". A thin curriculum is one that essentially equates curriculum with a product, and where the prescribed content is central to understanding what a curriculum is. A thick curriculum, on the other hand, is one where the curriculum is understood as a verb, where the details of content are secondary to an exploration of bigger questions and concepts, and where curriculum theory is the starting point for the selection of content. The use of "thin" and "thick" as the ends of a continuum of curriculum provides insights into the purposes of a curriculum. Ultimately, such a dichotomy exposes assumptions about what is important knowledge and who is in control of the curriculum. This paper focuses on how the "Australian Curriculum: History" as an example of a "thin" curriculum, presents a number of challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10