A democratic curriculum for the challenges of post-truth DOI Creative Commons
David Nally

Curriculum Perspectives, Год журнала: 2024, Номер 44(2), С. 229 - 245

Опубликована: Март 5, 2024

Abstract Post-truth has been widely applied in the wake of COVID-19, to stipulate causes for growing economic and political inequalities, misinformation digital spaces disillusionment with institutions notions common/public good, name a few. To address these concerns, this article constitutes series suggestions how educators might engage curricula that are embedded democratic ideals. The first section will provide brief survey various incarnations national Australia have used as vehicle both envisaging future promoting civic participation way fostering an inclusive society. forms it developed into during 1980s 2010s, however, usually promoted priorities over localised such aims individual teachers, schools curricula. Over long term, tendencies provided foundation shift educational discourse from generating social capital under Whitlam government (Lingard, 2000). More recent by contrast focused on resources can be effectively used, accountability, minimising teacher demoralisation burnout, maximising student engagement (Dunning, 2022) tinged concerns about constructive critical thinking better encouraged (Paterson & Gavrin, 2022). In article, structures which catalysed changes contextualised relation post-truth emerged byword range disruptive factors, denial knowledge expertise (Malpas, 1992; Coper, 2022), authorities (in governments media) pragmatically lied subordinates (Tesich, Keyes, 2004; Consentino, 2020). second part examines same conditions recently perpetuated through being characterised key recovery, rather than places regenerate relationships those between community-school or curriculum-teacher-student response disruption COVID-19 pandemic. Lastly, there is focus what being—and could be—done encourage Australian classroom context, ways addressing phenomena linked cultural capital.

Язык: Английский

Arts education matters, what are we waiting for? Perceptions of initial teacher education students in Australia DOI
Dawn Joseph, Bradley Merrick, William Baker

и другие.

Teachers and Teaching, Год журнала: 2025, Номер unknown, С. 1 - 20

Опубликована: Янв. 10, 2025

The Arts are known to foster creativity, empathy, self-efficacy, social awareness, and critical thinking skills. Engagement in through the contributes building cohesion while supporting wellbeing. This research takes place Australia were (Dance, Drama, Media Arts, Music, Visual Arts) play an important role society, across school curriculum. paper forms part of a wider study (name be inserted). We explore student perceptions relation 'Why Education is primary schools?'. Students undertaking initial teacher education (ITE) programmes participated (September–December 2023, n = 120) by completing online survey. Qualtrics Stats IQ used statistically analyse quantitative data, Reflexive Thematic Analysis was employed for qualitative data analysis. Given sample size, generalisations cannot made all Australian universities. two themes (valuing Education, opportunities implications) highlight Education. Whilst recommendations offered, further investigation into benefits teaching areas curriculum needed. If matters, then why we waiting include it schools ITE programmes?

Язык: Английский

Процитировано

0
A democratic curriculum for the challenges of post-truth DOI Creative Commons
David Nally

Curriculum Perspectives, Год журнала: 2024, Номер 44(2), С. 229 - 245

Опубликована: Март 5, 2024

Abstract Post-truth has been widely applied in the wake of COVID-19, to stipulate causes for growing economic and political inequalities, misinformation digital spaces disillusionment with institutions notions common/public good, name a few. To address these concerns, this article constitutes series suggestions how educators might engage curricula that are embedded democratic ideals. The first section will provide brief survey various incarnations national Australia have used as vehicle both envisaging future promoting civic participation way fostering an inclusive society. forms it developed into during 1980s 2010s, however, usually promoted priorities over localised such aims individual teachers, schools curricula. Over long term, tendencies provided foundation shift educational discourse from generating social capital under Whitlam government (Lingard, 2000). More recent by contrast focused on resources can be effectively used, accountability, minimising teacher demoralisation burnout, maximising student engagement (Dunning, 2022) tinged concerns about constructive critical thinking better encouraged (Paterson & Gavrin, 2022). In article, structures which catalysed changes contextualised relation post-truth emerged byword range disruptive factors, denial knowledge expertise (Malpas, 1992; Coper, 2022), authorities (in governments media) pragmatically lied subordinates (Tesich, Keyes, 2004; Consentino, 2020). second part examines same conditions recently perpetuated through being characterised key recovery, rather than places regenerate relationships those between community-school or curriculum-teacher-student response disruption COVID-19 pandemic. Lastly, there is focus what being—and could be—done encourage Australian classroom context, ways addressing phenomena linked cultural capital.

Язык: Английский

Процитировано

2