Beyond "Navel-Gazing" and "Mush": Learning about Identity in Australian Classrooms

Autor/in	Brett, Peter
Titel	Beyond "Navel-Gazing" and "Mush": Learning about Identity in Australian Classrooms
Quelle	In: Citizenship, Social and Economics Education, 12 (2013) 1, S.3-17 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-8047
DOI	10.2304/csee.2013.12.1.3
Schlagwörter	Foreign Countries; Identification (Psychology); Discourse Analysis; History Instruction; Geography Instruction; Civics; Citizenship Education; Curriculum; Teaching Methods; Skill Development; Political Issues; Educational Policy; Nationalism; Educational Research; Elementary School Students; Secondary School Students; College Students; Public Policy; Curriculum Development; Australia + Suchen Sie Ihr Suchwort? Ausland; Diskursanalyse; History lessons; Geschichtsunterricht; Geography education; Geography lessons; Geografieunterricht; Staatsbürgerkunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Politischer Faktor; Politics of education; Bildungspolitik; Nationalismus; Bildungsforschung; Pädagogische Forschung; Sekundarschüler; Collegestudent; Öffentliche Ordnung; Curriculum; Development; Curriculumentwicklung; Entwicklung; Australien
Abstract	This article explores how teaching about identity in Australia has been framed by the recent historical and political context. It analyses the influential characterisation of Australian identity during John Howard's period in office between 1996 and 2007. The findings of Australian education researchers relating to young people's sense of what it means to be Australian are reviewed. The author goes on to discuss the curriculum content, language, and underpinning intellectual frameworks of key areas of the emerging Australian Curriculum. Methodologically, the article draws upon the tools of critical policy and discourse analysis. The History, Geography, Civics and Citizenship curricula and related cross-curricular priorities are analysed in relation to their articulation of learning about identity. Some conclusions are drawn as to how Australian teachers can best be supported to address issues relating to identity in their school contexts. The author argues that teachers need help in developing the skills and confidence to see the emerging Australian Curriculum as a framework and not a straitjacket which prevents them from exploring unarticulated identity issues. He further concludes that there need to be curriculum opportunities to explore the political dimensions of identity issues in critical and participative ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01