- Title
- The ambivalence of subject-focused curriculum inquiry: the case of history education research in Australia
- Creator
- Parkes, Robert J.
- Relation
- Curriculum Perspectives Vol. 38, Issue 1, p. 77-80
- Publisher Link
- http://dx.doi.org/10.1007/s41297-017-0037-3
- Publisher
- Springer
- Resource Type
- journal article
- Date
- 2018
- Description
- This paper investigates the problem of ‘curriculum’ in subject-focused inquiry. It explores, what appears to be, the ambivalent relationship between curriculum inquiry as a distinct field of research, and the study of school subjects (Englund 2015). The paper will focus on studies into school History education as its case. If the existence of a special interest group (SIG) in the Australian Association for Research in Education (AARE)—Australia’s peak ‘general’ body for educational research—represents a meaningful organisational unit for educational research in Australia, then the absence of a generic SIG for curriculum inquiry at AARE presents a clear justification for exploring curriculum scholarship within specific subject-area domains (which do exist as SIGs). It is acknowledged, of course, that the historical formation of the Australian Curriculum Studies Association (ACSA) may be the reason for there being no generic curriculum SIG in AARE.
- Subject
- curriculum inquiry; history education; Australian Association for Research in Education (AARE); Didaktik tradition; learning curriculum
- Identifier
- http://hdl.handle.net/1959.13/1472376
- Identifier
- uon:48821
- Identifier
- ISSN:0159-7868
- Language
- eng
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