Curriculum construction and implementation: A study of Queensland health and physical education

Dinan-Thompson, Maree Therese (2002). Curriculum construction and implementation: A study of Queensland health and physical education PhD Thesis, School of Human Movement Studies, The University of Queensland.

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Author Dinan-Thompson, Maree Therese
Thesis Title Curriculum construction and implementation: A study of Queensland health and physical education
School, Centre or Institute School of Human Movement Studies
Institution The University of Queensland
Publication date 2002
Thesis type PhD Thesis
Supervisor Richard Tinning
Total pages 288
Collection year 2002
Language eng
Subjects 130210 Physical Education and Development Curriculum and Pedagogy
1399 Other Education
L
740201 Secondary education
Formatted abstract This thesis presents a study of curriculum change processes in the key learning area of Health and Physical Education in Queensland, Australia. The study involves two different sites in the curriculum construction and implementation process: one the curriculum writing stage, the other the implementation stage in a secondary school. The researcher was a participant in the change process at both sites. The evidence that informs this study is drawn from specific document analysis, experiences, interviews, observations and journals of key participants within each site.

This study explores the notion of syllabus-curriculum-policy as socially constructed and open to contestation and straggle. It holds that curriculum change processes, both at construction and implementation levels, are autobiographical, historical, social, cultural and political. Of particular interest are the agential possibilities and limitations in the curriculum change processes, thus micro-political perspectives of change are central to this study.

Using Giddens' structuration theory (1984) as a theoretical framework, this thesis demonstrates the construction and implementation of a syllabus-curriculum-policy, where participants draw upon existing curriculum and institutional structures and personal philosophies and experiences — all of which shape their practices and occur within the temporal, physical and social contexts of the curriculum construction and implementation institutions. The structurational model of curriculum provides an analytical device to investigate and understand social interactions in the curriculum construction and implementation case studies. The explication of the interrelationship between curriculum, human agents and institutional practices is represented through the notion of duality of curriculum.

This study provides a critical analysis of curriculum change that is both reactive and proactive. Using the structurational model of curriculum analysis, the quest for authentic change is brought to the fore in the concluding chapter. Authentic change presents a multi-layered frame useful for analysis of educational change processes. It proposes the need to understand the emotional and dialogical base of typologies of change for human agents, the interacfion with institutional practices and properties, and that these processes are situated within temporal and spatial contexts. Through this frame, educators, teachers, administrators and stakeholders of educational change connect their personal beliefs, values and experiences with the organisational practices. It is a dialogical process and promotes an ethic of care. However, it also brings contestation and conflict. Such contestation, however, is necessary to understand the authenticity of actions.
Keyword Physical education and training -- Queensland -- Curricula
Physical education and training -- Queensland -- Outlines, syllabi, etc.
Health education -- Queensland -- Curricula
Health education -- Queensland -- Outlines, syllabi, etc.
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