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Yates Lyn & Collins Cherry (2010). « The Absence of Knowledge in Australian Curriculum Reforms ». European Journal of Education, vol. 45, n° 1, p. 89–102. En ligne : <http://dx.doi.org/10.1111/j.1465-3435.2009.01417.x>. 
Added by: orey (08 Mar 2010 09:36:18 Europe/Paris)   Last edited by: orey (08 Mar 2010 16:50:05 Europe/Paris)
Resource type: Journal Article
DOI: 10.1111/j.1465-3435.2009.01417.x
BibTeX citation key: Yates2010a
Categories: General
Keywords: curriculum
Creators: Collins, Yates
Collection: European Journal of Education
Views: 1826/2480
Views index: 19%
Popularity index: 4.75%
URLs     http://dx.doi.org/ ... -3435.2009.01417.x
Abstract     
This article draws on a study of Australian curriculum shifts between 1975 and 2005 to take up two themes of this special issue: the question about what conceptions of knowledge are now at work; and the consideration of global influences and national specificities in the reformulations of curriculum. It discusses two important approaches to curriculum in Australia in recent times, the {'Statements} and Profiles' activity of the early 1990s, and the {'Essential} Learnings' formulations of the past decade. The global tendencies we see at work in these two major approaches are, first, an increasing emphasis on externally managing and auditing student progress as a key driver of how curriculum policies are being constructed; and, secondly, a growing emphasis on approaching curriculum aims in terms of what students should be able to do rather than what they should know. We argue that in the contexts we discuss here, these approaches offered a way of marrying 1970s progressive views on child development and knowledge-as-process (views widely held by influential curriculum professionals in Australia) with late 20th century technologies of micro-management and instrumental agendas favoured by politicians 2014 but that many questions about knowledge were left off the agenda.
Added by: orey  Last edited by: orey
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