Overview
- Focuses on the emerging phenomenon of a ‘21st century curriculum’ internationally
- Takes a global to local perspective
- Offers propositions about ‘21st century curriculum’ development that are of wide interest and relevance
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Table of contents (10 chapters)
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Front Matter
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Back Matter
Keywords
- curriculum reform
- Australian national curriculum policy
- globalisation, curriculum and policy
- OECD and UNESCO
- 21st century curriculum and skills
- policy trajectory framework
- state-level curriculum policy in Australia
- ‘global knowledge society’
- ‘C21 curriculum’ policy
- ‘C21 curriculum’ policy reforms in Australia
- the national Australian Curriculum
- 'C21 curriculum' policy at micro school level
- developments in 'C21 curriculum' policy
- globalization
- education practice
- education policy agendas
About this book
This book focuses on the phenomenon of a ‘21st century curriculum’ and its role in preparing students for work and life in a rapidly changing global knowledge society. Its context is the global and diverse national influences on education policy agendas. The central concepts in the academic literature that underpins the phenomenon are globalisation, curriculum, and policy. The analysis spans global influences on the development of ‘21st century curriculum’ policy, the construction of such policy at the national and State levels in Australia, and the enactment of such policy in three select case-study schools and in relation to which both similarities and differences are identified. The global to local span and the international relevance of the exposition are both revisited to highlight major findings, to discuss them in relation to recent literature and to offer propositions about ‘21st century curriculum’ development that are of wide interest and relevance. Recommendations for policy and practice as well as possible future directions for research in the field follow.
Authors and Affiliations
About the authors
LESLEY VIDOVICH is a Professor of Education at the University of Western Australia. Her research interests centre on education policy within a wider context of globalisation and international policy flows. More specifically, her work has focused in the policy domains of curriculum, quality, equity and accountability. She has conducted research in the UK, Europe, North America, South America (Chile), Africa and Asia as well as Australia. Lesley is currently working on ARC grant research about ‘radical’ curriculum policy trends in higher education, across different countries.
TOM O’DONOGHUE is Professor of Education in the Graduate School of Education, the University of Western Australia. He is also an elected fellow of the Royal Historical Society (UK) and the Academy of the Social Sciences in Australia. He is also a former President of the Australian and New Zealand History of Education Society.His research is largely concerned with examining the historical antecedents of various contemporary educational issuesBibliographic Information
Book Title: Twenty-first Century Curriculum Policy
Book Subtitle: Insights from Australia and Implications Globally
Authors: Zahira Kunhi, Lesley Vidovich, Tom O'Donoghue
DOI: https://doi.org/10.1007/978-3-030-61455-3
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020
Hardcover ISBN: 978-3-030-61454-6Published: 03 February 2021
Softcover ISBN: 978-3-030-61457-7Published: 04 February 2022
eBook ISBN: 978-3-030-61455-3Published: 02 February 2021
Edition Number: 1
Number of Pages: IX, 181
Number of Illustrations: 1 b/w illustrations
Topics: Curriculum Studies, Educational Policy and Politics, International and Comparative Education, Study and Learning Skills