Evidence informed policy? The Australian Education Research Organisation's borrowed knowledge-rich curriculum dispositif
Bibliographic Data
| ID | 5281629 |
|---|---|
| Authors | Patricia Thomson (0000-0002-4801-0000, University of Nottingham, corresponding author) |
| Year | 2025 |
| Pages | 1-14 |
| Publication date | 2025-10-07 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discourse Studies in the Cultural Politics of Education (JOURNAL) |
| Journal identifiers | ISSN: 0159-6306 • E-ISSN: 1469-3739 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01596306.2025.2567654 |
| OpenAlex | W4414899129 |
| Language | EN |
| References cited | 60 |
‘Knowledge-richness’ is now being promoted in Australia by the Australian Education Research Organisation (AERO). Knowledge-richness is part of a curriculum dispositif which sutures together methods drawn from cognitive science, a subject-driven approach and performance-based summative assessment. Based heavily on the English instantiation of knowledge-richness, the dispositif potentially heralds radical changes in the Australian curriculum and the ways in which it is taught. A discourse analysis of AERO's A knowledge rich approach to curriculum design (2024) report shows (1) a politics of definition, (2) a politics of omissions and (3) a politics of evidence. I argue that we might expect better from a national evidence body but that surfacing alternative understandings of knowledge-richness open space for important debates about a more socially just national curriculum
Critical theory · Curriculum · Higher education · Qualitative research · Teacher education · Education Systems and Policy · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms
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Representing science
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Foucault's concepts of structure … and agency
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On the powers of powerful knowledge
Methods of Critical Discourse Analysis
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Analysing Discourse
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What Works
Reinstating knowledge
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Powerful knowledge and the curriculum
Subject-specific classroom
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The Return to Final Paper Examining in English National Curriculum Assessment and School Examinations
Teacher subjectivation in the quality dispositive
The Social Construction of What
The dispositif is alive! Recovering social agents in Foucauldian analysis
Interpreting Qualitative Data
Knowing and the Known
Beyond records and representations
What is a Dispositive
Positioning Indigenous knowledge systems within the Australian mathematics curriculum
Policy as Discourse
What Is Policy? Texts, Trajectories and Toolboxes
| Citation velocity | historical |
|---|---|
| Highly cited | No |