Phillip Poulton
Biographic Data
| ID | 9509391 |
|---|---|
| NAME | Phillip Poulton |
| GIVEN NAMES | Phillip |
| FAMILY NAME | Poulton |
| SIGNATURE | POULTON P |
| AFFILIATIONS | RMIT University |
| ORCID | 0000-0002-2245-5482 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The possibilities and pitfalls of curricular autonomy and curricular prescription
An important debate in curriculum research is that over the merits of more prescriptive versus more flexible curricula. This paper draws on two case studies–one from Aotearoa New Zealand’s high-autonomy curricular environment and the other from a more centralised environment in New South Wales, Australia–to advance understanding of the affordances and limitations of these two types of contexts for teacher practice. Biesta’s (2021) notion of ‘worl…
Early career teachers’ curriculum realities
Ongoing performativity agendas are narrowing the scope of teachers’ curriculum decision-making, challenging notions of curriculum as a process dependent on teachers’ professional judgement. As such, curriculum is positioned as a product, and teachers’ curriculum work merely as a routine, standardized practice. In this paper, we explore Australian early career primary teachers’ curriculum-making experiences within this educational landscape, focus…
Personalised Writing in Centralised Curriculum
Curriculum reform in New South Wales (NSW), Australia, emphasises the need for change, arguing that current educational arrangements must better meet children’s future needs. A key recommendation advocates for greater flexibility in teaching and learning to support personalisation, addressing the wide variation in children’s learning needs. This qualitative study critically examines four Stage 1 narrative writing units, focusing on whether person…
Exploring the Role Children’s Literature Plays in Preservice Teachers’ Curriculum-Making Capabilities
This study, conducted at a large metropolitan university in NSW, Australia, explores how children’s literature supports fourth-year preservice teachers’ (PSTs) curriculum-making capabilities in designing meaningful writing instruction. At a classroom level, curriculum-making involves the translation of curriculum into meaningful lesson sequences and is grounded in the interactions between the teacher, students, and content. Declining student enga…
Curriculum as policy deception
Education systems founded on the legacies and structures of colonisation (for example, Australia, New Zealand, and Canada) have established curricular structures that have perpetuated and entrenched processes and practices that marginalise and delegitimise Indigenous people and knowledge. We argue that the approach to curriculum inclusion used within the Australian context is an act of policy deception, hiding in plain sight the hierarchical othe…
Preservice teachers as curriculum deliverers or curriculum-makers? Exploring curriculum-making conceptions and opportunities in professional experiences
This paper explores the impact of ongoing performativity and accountability agendas in education which frame curriculum merely as a product for delivery and teachers more as ‘technicians’ rather than curriculum-makers. While research has explored the impact of such agendas on the realities of teachers’ curriculum experiences within schools, further insight is needed on the implications for initial teacher education and preservice teachers’ develo…
Being a teacher-researcher
A virtues-based approach to research ethics offers an alternative perspective to the rule-based approaches that dominate many current ethical regulations. For researchers engaging in insider research where ethical dilemmas can be complex and unpredictable, ethical decisions often need to be made on a case-by-case basis. This requires researchers to have greater awareness of the dispositions of their character to ensure appropriate and just decisi…
No prominent works on this page.
Being a teacher-researcher
A virtues-based approach to research ethics offers an alternative perspective to the rule-based approaches that dominate many current ethical regulations. For researchers engaging in insider research where ethical dilemmas can be complex and unpredictable, ethical decisions often need to be made on a case-by-case basis. This requires researchers to have greater awareness of the dispositions of their character to ensure appropriate and just decisi…
Personalised Writing in Centralised Curriculum
Curriculum reform in New South Wales (NSW), Australia, emphasises the need for change, arguing that current educational arrangements must better meet children’s future needs. A key recommendation advocates for greater flexibility in teaching and learning to support personalisation, addressing the wide variation in children’s learning needs. This qualitative study critically examines four Stage 1 narrative writing units, focusing on whether person…
Exploring the Role Children’s Literature Plays in Preservice Teachers’ Curriculum-Making Capabilities
This study, conducted at a large metropolitan university in NSW, Australia, explores how children’s literature supports fourth-year preservice teachers’ (PSTs) curriculum-making capabilities in designing meaningful writing instruction. At a classroom level, curriculum-making involves the translation of curriculum into meaningful lesson sequences and is grounded in the interactions between the teacher, students, and content. Declining student enga…
Curriculum as policy deception
Education systems founded on the legacies and structures of colonisation (for example, Australia, New Zealand, and Canada) have established curricular structures that have perpetuated and entrenched processes and practices that marginalise and delegitimise Indigenous people and knowledge. We argue that the approach to curriculum inclusion used within the Australian context is an act of policy deception, hiding in plain sight the hierarchical othe…
Preservice teachers as curriculum deliverers or curriculum-makers? Exploring curriculum-making conceptions and opportunities in professional experiences
This paper explores the impact of ongoing performativity and accountability agendas in education which frame curriculum merely as a product for delivery and teachers more as ‘technicians’ rather than curriculum-makers. While research has explored the impact of such agendas on the realities of teachers’ curriculum experiences within schools, further insight is needed on the implications for initial teacher education and preservice teachers’ develo…
The possibilities and pitfalls of curricular autonomy and curricular prescription
An important debate in curriculum research is that over the merits of more prescriptive versus more flexible curricula. This paper draws on two case studies–one from Aotearoa New Zealand’s high-autonomy curricular environment and the other from a more centralised environment in New South Wales, Australia–to advance understanding of the affordances and limitations of these two types of contexts for teacher practice. Biesta’s (2021) notion of ‘worl…
Early career teachers’ curriculum realities
Ongoing performativity agendas are narrowing the scope of teachers’ curriculum decision-making, challenging notions of curriculum as a process dependent on teachers’ professional judgement. As such, curriculum is positioned as a product, and teachers’ curriculum work merely as a routine, standardized practice. In this paper, we explore Australian early career primary teachers’ curriculum-making experiences within this educational landscape, focus…
Curriculum (6 works) · Pedagogy (6 works) · Sociology (6 works) · Psychology (5 works) · Mathematics education (4 works) · Computer Science (3 works) · Educational Theory and Curriculum Studies (3 works) · Educator Training and Historical Pedagogy (3 works) · Curriculum development (2 works) · Curriculum theory (2 works)