- Title
- What paradigms inform the Review of the Australian Curriculum: history?: what does this mean for the possibilities of critical and effective histories in Australian education?
- Creator
- Parkes, Robert J.
- Relation
- Curriculum Perspectives Vol. 35, Issue 1, p. 52-54
- Publisher
- Australian Curriculum Studies Association
- Resource Type
- journal article
- Date
- 2015
- Description
- IT WAS CLEARLY IMPOSSIBLE for the recent Review of the Australian Curriculum – Final Report (the Review) (Donnelly & Wiltshire, 2014) to present an evaluation of the Australian Curriculum: History based on the outcomes students achieved through its implementation, as it had yet to be fully enacted. Thus, the contributions to the Review must have inevitably rested on considerations of the content and structures of the planned curriculum as policy text. Each contribution to the Review should therefore be understood as an act of interpretation, as much as anything else, reflective of the disciplinary traditions within which a reviewer has developed their ideas about what history and History curriculum is (or ought to be), and that constitute the horizon of their interpretations and critiques (Gadamer, 1960/1994). This is the hermeneutic standpoint from which this offering to the debate over the Review proceeds.
- Subject
- interpretations; disciplinary traditions; student outcomes; history
- Identifier
- http://hdl.handle.net/1959.13/1330227
- Identifier
- uon:26333
- Identifier
- ISSN:0159-7868
- Language
- eng
- Reviewed
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