Abstract
This subject critically examines contemporary curriculum debates. Starting with an exploration of notions of curriculum, teaching and learning from an Indigenist Standpoint (Phillips, 2019), students then interrogate sociocultural theories of curriculum, how we understand knowledge and knowing, as well as a range of Australian and international First Peoples ways of … For more content click the Read More button below.
Syllabus
This subject is organised into three modules, each comprising four weekly topics, as follows:
Curriculum theory and sociocultural perspectives on knowledge and learning
Curriculum as cultural artefact: A foundation to curriculum theory and educational sociologyThe knowledge question: A foundation to epistemology and ontology, or knowledge and knowing the worldIndigenist Standpoint … For more content click the Read More button below.
Place-centred responses to curriculum and learning
Standardisation and the occlusion of differenceCosmopolitanism and metrocentricity in official curriculumGeography and demography as markers for educational opportunity‘Funds of knowledge’, reciprocity and kinship in curriculum development and enactment
Curriculum innovation in times of standardisation
Teaching as a political actResponsive pedagogies for diverse communitiesLeveraging official curriculum in response to local knowledges, priorities and student needsCritically examine models of curriculum development and enactment that enable Indigenist ways of knowing, being and doing
Assessment items
1. Indigenist standpoint curriculum analysis
2. Case study: Student ‘funds of knowledge’ and curriculum design in a local school setting
3. Critical self-reflection
Learning outcomes
Upon successful completion of this subject, students should:
1.
Critically review and apply sociocultural theories of curriculum.
2.
Analyse and discuss discourses shaping contemporary curriculum priorities.
3.
Apply an Indigenist Standpoint framework to critically reflect on your own epistemologies and ontologies of teaching and learning.
4.
Compare and critique a range of curriculum and pedagogic models relevant to a particular context.
5.
Propose locally responsive approaches to curriculum making 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