“More tick-the-box”: the challenge of promoting interdisciplinary learning in the middle years through the Australian history curriculum
Tambyah, Mallihai M. (2011) “More tick-the-box”: the challenge of promoting interdisciplinary learning in the middle years through the Australian history curriculum. Curriculum Perspectives, 31(3), pp. 72-77.
The Australian Curriculum marks national reforms in social science education, first with the return to the disciplines of history and geography and second, through a new approach to interdisciplinary learning. This paper raises the question of whether the promise of interdisciplinary learning can be realised in the middle years of schooling if teachers have to teach history as a discipline rather than within an over-arching integrated curriculum framework. The paper explores the national blueprints and considers the national history curriculum in light of theories of teachers’ knowledge and middle school education. Evidence from teacher interviews indicates that historical understanding can be achieved through integrated frameworks to meet the goals of middle schooling.
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|Item Type:||Journal Article|
|Keywords:||Australian Curriculum: History, middle years, interdisciplinary learning , teaching history, teachers' knowledge|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)|
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
Past > Schools > School of Cultural & Language Studies in Education
|Copyright Owner:||Copyright 2011 Mallihai Tambyah|
|Deposited On:||25 Nov 2011 09:33|
|Last Modified:||25 Nov 2011 10:36|
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