Curriculum change in Australia and Ireland
A comparative study of recent reforms
Bibliographic Data
| ID | 21345552 |
|---|---|
| Authors | Jim Gleeson (0000-0001-6787-8131, Australian Catholic University, corresponding author), Valentina Klenowski (Queensland University of Technology), Anne Looney (Institute of Education, Dublin City University, Dublin, Ireland) |
| Year | 2020 |
| Volume | 52 |
| Issue | 4 |
| Pages | 478-497 |
| Publication date | 2020-07-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Curriculum Studies (JOURNAL) |
| Journal identifiers | ISSN: 0022-0272 • E-ISSN: 1366-5839 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220272.2019.1704064 |
| OpenAlex | W3002454562 |
| Language | EN |
| Citations received | 23 |
| References cited | 53 |
Curriculum policies internationally are increasingly concerned with the promotion of national competitiveness and economic development. This involves more emphasis on skills than on knowledge, on learning than on teaching and on school/teacher autonomy than regulation from the centre. At the local level such global influences are inevitably refracted in a process known as glocalization. Using a critical policy historiography approach, this study explores globalization and glocalization forces in two relatively recent curriculum reforms—the Australian Curriculum and Ireland’s Framework for Junior Cycle. Both reforms employ triadic models of curriculum design involving subjects/learning areas, key skills/general capabilities, statements of learning/cross-curriculum priorities. Globalization influences are clearly evident in the shared emphases in both jurisdictions on skills, learning and school/teacher agency. However, these reforms have inevitably been shaped by their respective local political and social contexts and the respective curriculum debates have been dominated by technical implementation issues such as curriculum overload in Australia and school-based versus external assessment in Ireland. Meanwhile, substantive issues such as the educational purposes of the reforms, the influence of market values and performativity and the significance of curriculum and teacher professionalism policymaking structures have been largely eschewed
Agency (philosophy) · Australian Curriculum · Autonomy · Curriculum · Curriculum development · Curriculum theory · Globalization · Glocalization · Neoliberalism (international relations) · Pedagogy · Performativity · Political science · Social science · Sociology · Education Systems and Policy · Global Education and Multiculturalism · Global Educational Policies and Reforms
‘Now I understand what being creative looks like’
Teachers’ perspectives on Junior Cycle mathematics reform in Ireland
Policy Reform in a Colonial Setting
The European Credit Transfer System (ECTS) from the perspective of Irish teacher educators
Caveats for change
Designing Guiding Principles for Twenty-First Century Curricula
Disturbing the teacher’s role as assessor
Heads or tails
A policy analysis of the primary curriculum framework
Student learning outcomes in the Irish context
Evolution of Irish curriculum culture
From New Public Management to public value
Overcoming hesitancy in delivering Aboriginal and Torres Strait Islander histories and cultures in Australian schools
Challenges, implications and the future of the Australian Curriculum
Geography Education Research in the World
Making the invisible visible
Early career teachers’ curriculum realities
Teachers’ perspectives on curriculum changes at lower secondary-level mathematics
Learning progressions/trajectories in mathematics
Analysing the construction of ‘sustainability’ in lower secondary school technology syllabi in Ireland
The corporate branding of schools in Ireland
The construction of the educational problem in Spanish educational legislation
Can you teach it if you cannot see it? Finding ‘the Anthropocene’ and enhancing its visibility in the NSW geography syllabus
Education reform
New Managerialism in Education
Global Education Inc.
Globalizing Education Policy
The WHO Health Promoting School framework for improving the health and well-being of students and their academic achievement
A comparative analysis of international frameworks for 21 st century competences
Teaching under the new Taylorism
Good education in an age of measurement
The role of beliefs in teacher agency
Why Minimal Guidance During Instruction Does Not Work
The Neo-Liberal Turn in Understanding Teachers' and School Leaders' Work Practices in Curriculum Innovation and Change
Policy borrowing, policy learning
The Australian curriculum
Document Analysis as a Qualitative Research Method
Educational historiographical meta‐analysis
Curriculum Issues in Australia, 1970‐1990
Constructing a Long Spoon for Comparative Education
Who’s steering the ship? National curriculum reform and the re-shaping of Australian federalism
Education and globalization in Europe and East Asia
National agendas in global times
Critical policy sociology
Early career teachers in Australia
The impact of high-stakes testing on curriculum and pedagogy
Cultural strangers and educational change
Policy reform
National curriculum and federalism
Transnationalism in the Australian Curriculum
| Unique citing works | 23 |
|---|---|
| Citations per year | 4,6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 23 |