Texturing space-times in the Australian curriculum: cross-curriculum priorities

Peacock, David, Lingard, Robert and Sellar, Sam (2015) Texturing space-times in the Australian curriculum: cross-curriculum priorities. Curriculum Inquiry, 45 4: 367-388. doi:10.1080/03626784.2015.1064305

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Author Peacock, David
Lingard, Robert
Sellar, Sam
Title Texturing space-times in the Australian curriculum: cross-curriculum priorities
Journal name Curriculum Inquiry   Check publisher's open access policy
ISSN 0362-6784
1467-873X
Publication date 2015
Sub-type Article (original research)
DOI 10.1080/03626784.2015.1064305
Open Access Status Not Open Access
Volume 45
Issue 4
Start page 367
End page 388
Total pages 22
Place of publication Philadelphia, PA, United States
Publisher Routledge
Collection year 2016
Language eng
Abstract The Australian curriculum, as a policy imagining what learning should take place in schools, and what that learning should achieve, involves the imagining and rescaling of social relations amongst students, their schools, the nation-state and the globe. Following David Harvey's theorisations of space-time and Norman Fairclough's operationalisation of these theories in the texturing of spatio-temporalities within policy texts, we seek to critically explore the cross-curriculum priorities of the Australian curriculum. These priorities – Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia's Engagement with Asia, and sustainability – collectively provide a “futures orientation” to the curriculum. They also mediate and assemble conflicting spatio-temporalities, aligning the purposes of Australian schooling with an instrumentalist concern for “Asia literacy,” whilst simultaneously recasting the space-times of neoliberal capitalism within “sustainable” social, cultural and environmental constraints. We suggest these conflicting space-time constructions come to an uneasy resolution with the Aboriginal and Torres Strait Islander histories and cultures priority, where Indigenous peoples are represented as anchoring a reconciled nation-state in a particular place, while it is re-mapped within an Asian economic region. Such curricula constructions potentially diminish student recognition of Indigenous peoples' ongoing struggles for self-determination and steer student knowledge of “Asia” towards the acquisition of a set of skills to exploit future economic opportunity.
Keyword Curriculum development
Educational policy
Critical theory
Curriculum studies
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Education Publications
 
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Created: Wed, 07 Oct 2015, 15:38:19 EST by Claire Backhouse on behalf of School of Education