Halbert, Kelsey, and Fellows, Zoey (2014) Whose history? Whose knowledge? In: 2014 Conference Papers. From: AARE 2014: Australian Association for Research in Education Conference, 30 November - 4 December 2014, Brisbane, QLD, Australia.

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Abstract

he Australian Curriculum History, like all curriculum texts, is one version of legitimate knowledge, which has been “produced out of the cultural, political, economic conflicts, tensions and compromises that organise and disorganise a people” (Apple, 1993, p.1). This presentation highlights the ‘spaces’ and ‘places’ of the curriculum as representations of particular knowledge and identities. Whose knowledge is privileged and what places and perspectives on place are positioned as significant? How do orientations to spatial markers – local, regional, national, global – seek to organise and disorganise? This paper draws on critical theory and a detailed discourse analysis of the Australian Curriculum History and accompanying professional resources. This analysis examines the way that particular perspectives and judgements about ‘significance’ privilege and marginalise. The document analysis is complemented by a case study of school practice that positions students as key agents in legitimating local knowledge.

Item ID:	49609
Item Type:	Conference Item (Abstract / Summary)
ISSN:	1324-9320
Keywords:	history curriculum; history teaching
Date Deposited:	02 Aug 2017 01:40
FoR Codes:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl Economics, Business and Management) @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9303 Curriculum > 930302 Syllabus and Curriculum Development @ 30% 93 EDUCATION AND TRAINING > 9303 Curriculum > 930399 Curriculum not elsewhere classified @ 70%
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