A Content Study of Cross-Curriculum Priority of Asia and Australia's Engagement with Asia in the Australian Curricula

Autor/inn/en	Zhang, Hongzhi; Diamond, Zane; Zeng, Shaoru
Titel	A Content Study of Cross-Curriculum Priority of Asia and Australia's Engagement with Asia in the Australian Curricula
Quelle	In: Asia Pacific Journal of Education, 43 (2023) 1, S.16-35 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2020.1864288
Schlagwörter	Public Policy; Curriculum Development; National Curriculum; International Relations; Course Content; Real Estate; Foreign Countries; Asian Studies; Preservice Teachers; Teacher Education Programs; Policy Analysis; Guidance; Geographic Regions; Computational Linguistics; Pedagogical Content Knowledge; Kindergarten; Elementary Secondary Education; Content Analysis; Australia + Suchen Sie Ihr Suchwort? Öffentliche Ordnung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Internationale Beziehungen; Kursprogramm; Grundstück; Ausland; Asia; Studies; Asienwissenschaft; Politikfeldanalyse; Beratung; Linguistics; Computerlinguistik; Pädagogische Kompetenz; Inhaltsanalyse; Australien
Abstract	There is an identifiable gap between Australian government policy aspiration and curriculum guidance found in the content of the renewed Australian Curriculum (2018) that has been designed to support the cross-curriculum priority (CCP) of "Asia and Australia's engagement with Asia." We have employed an inductive, interpretative research methodology to analyse the curriculum guidance as data to examine how the Australian government's policies that are predicated on strengthening its partnerships with Asia are being supported by the Australian Curriculum and its State and Territory derivatives. We found that Australian Curriculum content that has been included to support the CCP "Asia and Australia's engagement with Asia" is minimal, unevenly distributed across the key learning areas, and that the inclusion of content is different between the overall Australian Curriculum and its State and Territory derivatives across key ideas, learning areas, and explanatory materials. Identifying a gap, we critically discuss two aspects of our findings: content real estate and its location, and the skills and knowledge assumed of teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01