Internationalizing school curriculum in Australasia: As niche, by test, or at heart?
Doherty, Catherine A. & McLaughlin, Juliana M. (2015) Internationalizing school curriculum in Australasia: As niche, by test, or at heart? In Hayden, Mary, Levy, Jack, & Thompson, Jeff (Eds.) The SAGE Handbook of Research in International Education [2nd. Ed.]. SAGE, Los Angeles, London, New Delhi, pp. 555-568.
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Global citizenship has emerged as a pressing curricular priority which all educational systems are currently grappling with. The challenge is to negotiate how this orientation might sit alongside the more traditional mission of mass school curriculum in building collective ballast for a national identity through a common morality and shared narratives, or may conflict with efforts to protect and promote indigenous and minority identities. As a case study of how these agendas interact, this chapter will consider curricular responses to global imperatives in the variegated conditions across the Australasian region (defined as Australia, New Zealand and Papua New Guinea). The chapter will outline recent developments in the social, economic and political contexts surrounding curricular reforms in these settings, and demonstrate how these developments have changed the conditions of possibility and strength of purpose behind efforts to internationalise school curricula. Three types of systemic responses are then described: firstly, an appetite for globally branded curricula such as the International Baccalaureate, Montessori, and Cambridge University Certificates to distinguish some in a stratified market; secondly, convergence in curriculum to improve national performance on international standardised tests; and thirdly, the infusion of cosmopolitan sensibilities, regional identities and intercultural competencies as a core curricular goal for all. The chapter considers the various pragmatic interpretations of ‘internationalisation’ in these responses, and argues that the third response seems both the most difficult to enact, and the most vulnerable to political interference.
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|Item Type:||Book Chapter|
|Keywords:||internationalisation, indigenous education, curriculum, Australasia, standardised testing|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Aboriginal and Torres Strait Islander Education (130301)
Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800) > Sociology of Education (160809)
|Divisions:||Current > QUT Faculties and Divisions > Chancellery
Current > Research Centres > Children & Youth Research Centre
Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2015 Catherine Doherty and Julie McLaughlin|
|Copyright Statement:||Apart from any fair dealing for the purposes of research or private study, or criticsm or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmistted in any form, or by any means, only with the prior permission in writing of the publishers or in the case of reprographic reproduction, in accordance with the terms of licenses issued by the Copyright Licensing Agency. Enquiries concerning reprouduction outside those terms should be sent to the publishers.|
|Deposited On:||25 Nov 2015 22:34|
|Last Modified:||09 Mar 2016 00:25|
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