Mapping the Hidden Discourse of Geographical Inquiry and Curriculum Change - Initial Case Study Responses to Geography Education K-10 in Australian Schools.

Abstract

Within Australia globalisation, contentious connections with Asia and an increasing concern with sustainable development and intercultural education has created a new educational framework and curricula. The Australian Curriculum is the tangible, multi-dimensional and pedagogic catalyst to deliver capable, creative, culturally aware, futures focussed and critical education for all young people across the nation [1] . Within this context the discipline of Geography has become both highly visible and critical. Yet with the appearance of Geography has a unique domain specific study across foundation to the end of compulsory education in year 10 (K-10), Australian teachers have experienced a range of curricular responses from fear, reticence and resistance to brave enthusiasm and pedagogic creativity. This paper analyses these responses to geographical inquiry and curriculum implementation in the early stages of this process and considers the rationale, context and potential impact on learning. [1] http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 4 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.