Abstract
This subject critically examines contemporary debates relevant to curriculum and policy networks and their influence on curriculum work in schools. Students will explore contemporary curriculum and policy trends and the international networks that shape them. Students will map education policy priorities relevant to their educational setting and analyse how these … For more content click the Read More button below.
Syllabus
The syllabus is organised around three core modules, each containing four weekly topics, as follows:
Contemporary policy landscapes
The contemporary policy landscape: Locating cornerstone curriculum policy documents and prioritiesStakeholders in educational policy and curriculum development: interrogating power and histories of exclusion in curriculum and policy development, including implications for equity, … For more content click the Read More button below.
Education policy networks and trends
Supranational education trends and policy networks (the GERM)Local iterations of international policy trendsExamples of outliers and alternatives to conforming to international policy trends (eg. Finland)Interrogating the industrialised ‘one-size-fits-all' model of mass-education: Examples of place-based policy translation and curriculum enactment (First Nations focus from Australia, NZ, Hawai’i, Canada)
Policy problems and curriculum solutions
Datafication, accountability and performance: implications for teacher practice Interrogating the evidence base: evalutating and critiquing the data and evidence in so-called evidence-based practicesCase studies: critically analyse policy ‘problems’, the evidence base of the policy problems, and proposed curriculum solutions Evaluate a local policy ‘problem’, the evidence base of the problem, and its associated curriculum solution/s
Assessment items
1. Mapping local policy priorities and their influence on school-level curriculum enactments
2. Critical inquiry: what’s the problem represented to be?
3. Critical self-reflection
Learning outcomes
Upon successful completion of this subject, students should:
1.
Critically review the social, historical, cultural, political and economic conditions that shape local and international educational policy trends, including in relation to First Nations people.
2.
Map local curriculum landscapes and the policy settings that shape them.
3.
Analyse the intersections and competing priorities across the UN sustainable development goals and local policy texts such as the Education Declaration, Close the Gap, and the National School Reform Agreement.
4.
Critically evaluate how curriculum and policy positions First Nations young people, people from culturally and linguistically diverse backgrounds, and young people with a range of additional learning needs.
5.
Critically evaluate practices of curriculum and policy interpretation, translation and enactment in context.
Assumed knowledge
It is assumed that students have completed an undergraduate teacher education degree and have some experience in primary and/or secondary schools.
Enrolment restrictions
Restricted to the Master of Education: Leading curriculum and pedagogic practice in schools
Learning resources
Additional resources required by students
Students will be required to:
Access and use a range of interactive online elements.
Engage with the online platform (BrightSpace).
Access additional learning resources that support participation and engagement in the subject.
Engage in reflection and evaluation
https://www.edresearch.edu.au/using-evidence/research-reflection-guide