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  • Two contrasting Australian Curriculum responses to globalisation: what students should learn or become

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    Author
    Lingard, Bob
    McGregor, Glenda
    Year published
    2014
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    Abstract
    This paper compares two contrasting educational policy responses to globalisation in Australia: the 'New Basics' experiment that occurred in the State of Queensland (2000-2003) and the Australian Curriculum, which is currently being implemented across the nation from preschool to Year 10 in English, history, mathematics and science. These initiatives illustrate the tensions that have continued to mount during the last decade over answers to the question of 'what counts' as the most valuable knowledge and/or skills needed to negotiate the complexities of a rapidly globalising world. Illustrating one international trend of ...
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    This paper compares two contrasting educational policy responses to globalisation in Australia: the 'New Basics' experiment that occurred in the State of Queensland (2000-2003) and the Australian Curriculum, which is currently being implemented across the nation from preschool to Year 10 in English, history, mathematics and science. These initiatives illustrate the tensions that have continued to mount during the last decade over answers to the question of 'what counts' as the most valuable knowledge and/or skills needed to negotiate the complexities of a rapidly globalising world. Illustrating one international trend of favouring the development of competencies and dispositions, the New Basics project abandoned traditional school subjects for futures oriented, 'real-world' learning. The Australian Curriculum demonstrates a strong return to 'the disciplines', partly as a local backlash against experiments like the New Basics and Outcomes Based Education, but also motivated by the desire to improve the nation's performance on international tests; however, via its framework of 'cross-curriculum priorities' and 'general capabilities', the Australian Curriculum also pays heed to the rhetoric of shaping the individual as the kind of person with the skills and dispositions required by the global millennium citizen and worker.
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    Journal Title
    The Curriculum Journal
    Volume
    25
    Issue
    1
    DOI
    https://doi.org/10.1080/09585176.2013.872048
    Copyright Statement
    © 2014 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in The Curriculum Journal on 14 Jan 2014, available online: http://www.tandfonline.com/doi/abs/10.1080/09585176.2013.872048
    Subject
    Curriculum and Pedagogy Theory and Development
    Publication URI
    http://hdl.handle.net/10072/62305
    Collection
    • Journal articles

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