The document discusses how different ideas and ideologies shape curriculum in various ways. It provides two examples - one from a school in Australia and one from the United States in the 1950s - to illustrate how social and historical factors influence curriculum. The document also outlines three ways of knowing or interpreting the world (conventional, interpretive, reflective) and how these influence curriculum development and implementation.

1. Curriculum as Contested 6891 Curriculum Studies University of Canberra Dr Neill Ustick

7. “ Nationwide reform efforts in education followed both of these trials by fire ... the post-Sputnik concerns were curricular, focusing on what was being taught and how … Dissatisfaction with schools not only waxes and wanes, it is sometimes general and sometimes local, and it is often domain specific (reading and mathematics head the list …). It seems to take a crisis—not some general move to ‘get ahead of the curve’—to mobilize nationwide action.”

8. Certain conditions ( context , ideas ) Give rise to (shape) Particular kinds of Curriculum and Curriculum Documents How can we understand this shaping? Implementation in schools in ways that show varying degrees of understanding and resourcing “ We tried that and it didn’t work.” A “failed” project may be a result of poor implementation, not a poor project.

11. Three ways of knowing Conventional or technical ways of knowing: empirical-analytic Knowledge gained by observation or experimentation or by adopting accepted conventions Cooling water can freeze it. Deciduous trees lose their leaves in winter. In French, we say “bonjour” early in the day. Interpretive or communicative ways of knowing Knowledge gained by social interaction that uses language, e.g., writing, speaking You accurately paraphrase an idea in this lecture, using your own words. Self-reflective or critical ways of knowing Knowledge that comes from within, linked to personal experience The feeling you have when you hear your favourite song. The beliefs a teacher has about teaching and learning – these can be deepened by critical understanding of the forces shaping these beliefs.

12. Examples of how these three ways of knowing work out in the wiki Conventional or technical ways of knowing: empirical-analytic Knowledge gained by observation or experimentation or by adopting accepted conventions Writing in formal academic style. Gathering factual information about curriculum documents and their features. Interpretive or communicative ways of knowing Knowledge gained by social interaction that uses language, e.g., writing, speaking Learning from the comments of others on one’s own writing. Self-reflective or critical ways of knowing Knowledge that comes from within, linked to personal experience When an idea is challenged, reflecting on its value in light of the challenge and forming an amended view.

15. New Basics: “Schooling was founded on the development of students as worthwhile and contributing citizens. Producing active citizens remains a specific goal of schooling-whether the active citizens are compliant members of an assumed social order, participants within given social structures, or active agents of social change. This approach involves students in the reinvigoration of valued social practices and civic institutions through exercising their democratic rights and responsibilities. In recent times, there has been increased advocacy for the importance of preparing students to play a more active role in society. This view of citizenship suggests that schools engage students in active participation in social, political and economic issues in communities, as well as in their school life and studies. Communities take on a different perspective when viewed not merely as physical spaces with clearly defined boundaries but as a series of interacting, intersecting social relationships and groupings. Important social changes and issues may have local impacts, but also reflect global dynamics. The power of communications technology in redefining what were once reasonably static and defined boundaries has to be acknowledged in this context. For example, the online economy is changing patterns of consumption, production and delivery of goods and services. It has created new industries based on products and services especially designed to exploit these opportunities. Also, the election of governments, the fall of political regimes, and the gruesome details of war are portrayed in our homes on tiny screens every day. Young people need help in understanding the significance of these events and some criteria for evaluating them.”

16. Example 3 of educational purposes The new Australian Curriculum Stated Purposes of Australian Curriculum Links to Preston & Symes’ account The Australian Curriculum describes a learning entitlement for each Australian student that provides a foundation for successful, lifelong learning and participation in the Australian community. It acknowledges that the needs and interests of students will vary, and that schools and teachers will plan from the curriculum in ways that respond to those needs and interests. The Australian Curriculum acknowledges the changing ways in which young people will learn and the challenges that will continue to shape their learning in the future.

17. A framework: 4 perspectives on education (Preston & Symes (1997) Schools and Classrooms (2 nd ed.) ) Liberal Traditional knowledge (classical, core disciplines) matters most. Progressive Children’s unfolding development is central. Utilitarian Schools should prepare people for future work, to contribute to the economy. Emancipatory Education equips for a freer life and for active, critical citizenship.

20. Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher order thinking Metalanguage Substantive communication Significance Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative Quality learning environment Explicit quality criteria Engagement High expectations Social support Student self-regulation Student direction