Competing Issues in Australian Primary Curriculum: Learning from International Experiences

Autor/in	Ewing, Robyn
Titel	Competing Issues in Australian Primary Curriculum: Learning from International Experiences
Quelle	In: Education 3-13, 40 (2012) 1, S.97-111 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
Schlagwörter	Social Justice; Educational Quality; Educational Change; Foreign Countries; Relevance (Education); Change Strategies; Elementary School Curriculum; National Curriculum; Educational Development; Educational Finance; Curriculum Development; High Stakes Tests; Art Criticism; Instructional Effectiveness; Instructional Improvement; Educational Policy; Politics of Education; Access to Education; Performance Factors; Barriers; Australia + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Quality of education; Bildungsqualität; Bildungsreform; Ausland; Relevance; Relevanz; Lösungsstrategie; Bildungsentwicklung; Bildungsfonds; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kunstkritik; Unterrichtserfolg; Unterrichtsqualität; Politics of education; Bildungspolitik; Educational policy; Education; Access; Bildung; Zugang; Bildungszugang; Leistungsindikator; Australien
Abstract	There is no doubt that the increasing politicisation of education in an economically rationalist climate is contributing to less equity, access, participation and, therefore, social justice for many Australian primary children. This article initially explores how the development of the impending national Australian curriculum replete with a high stakes testing regime and a website, "My School", with its propensity to create league tables is problematic if an improved quality education for all Australian children is the goal. It contends that continuing to ignore the need for new ways of thinking about curriculum and pedagogy will continue to contribute to educational inequities. Recent research and writing from similar educational initiatives in both the United Kingdom and the United States of America support these assertions. Secondly, this article discusses the need to consider research about the potential role the arts can play in transforming children's learning across the curriculum to improve both academic and affective outcomes. The implications for teacher education and the preparation of primary teachers for the profession are considered throughout the discussion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10