Faculty of Education - Research Publications
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ItemRegenerating curriculum inquiry in Australia: some thoughts on this agenda(Springer Science and Business Media LLC, 2018-04-01)
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ItemMedical teachers conceptualize a distinctive form of clinical knowledge(SPRINGER, 2015-05)For over four decades, there have been efforts to specify the types of knowledge that medical students need, how that knowledge is acquired and how its constituent parts are related. It is one of the areas of continuing concern underlying medical education reform. Despite their importance to medical students' learning and development, the perspectives of medical teachers in hospitals are not always considered in such discourse. This study sought to generate an understanding of these teachers' values, perspectives and approaches by listening to them and seeing them in their everyday teaching work, finding and understanding the meanings they bring to the work of medical teaching in hospitals. In interviews, all of the teachers talked more about the optimal forms of knowledge that are important for students than they talked about the form of the teaching itself. Many revealed to students what knowledge they do and do not value. They had a particular way of thinking about clinical knowledge as existing in the people and the places in which the teaching and the clinical practice happen, and represented this as 'real' knowledge. By implication, there is other knowledge in medical education or in students' heads that is not real and needs to be transformed. Their values, practices and passions add texture and vitality to existing ways of thinking about the characteristics of clinical knowledge, how it is depicted in the discourse and the curriculum and how it is more dynamically related to other knowledge than is suggested in traditional conceptualizations of knowledge relationships.
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ItemRevisiting curriculum, the numbers game and the inequality problem(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2013-02-01)
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ItemCurriculum and critical theory(Elsevier, 2010-12-01)
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ItemOf deficits and other dangerous things...(Sense Publishers, 2010)
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ItemThe Absence of Knowledge in Australian Curriculum Reforms(WILEY, 2010-03)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 — but that many questions about knowledge were left off the agenda.