History: time and place where context matters

Paper


Green, Nicole and Reitano, Paul. 2012. "History: time and place where context matters." Wright, Jan (ed.) Joint International Conference of the Australian Association for Research in Education and the Asia Pacific Educational Research Association (AARE 2012): Regional and Global Cooperation in Educational Research. Sydney, Australia 02 - 06 Dec 2012 Sydney, Australia.
Paper/Presentation Title

History: time and place where context matters

Presentation TypePaper
AuthorsGreen, Nicole (Author) and Reitano, Paul (Author)
EditorsWright, Jan
Journal or Proceedings TitleProceedings of the Joint International Conference of the Australian Association for Research in Education and the Asia Pacific Educational Research Association (AARE 2012)
ERA Conference ID50546
Year2012
Place of PublicationSydney, Australia
Web Address (URL) of Paperhttp:// www.aare-apera2012.com.au
Conference/EventJoint International Conference of the Australian Association for Research in Education and the Asia Pacific Educational Research Association (AARE 2012): Regional and Global Cooperation in Educational Research
International Conference of the Australian Association for Research in Education
Event Details
Joint International Conference of the Australian Association for Research in Education and the Asia Pacific Educational Research Association (AARE 2012): Regional and Global Cooperation in Educational Research
Event Date
02 to end of 06 Dec 2012
Event Location
Sydney, Australia
Event Details
International Conference of the Australian Association for Research in Education
Abstract

This paper presents an analysis of data collected during the stages of an ARC Linkage Grant exploring the teaching and the learning of History in early years and primary classrooms located in Queensland, New South Wales and Victoria. Aoki (1991 in Berman) and other postmodern colleagues argue that school curriculum is not simply a technical document specifying content to be covered, outlining prescribed learning outcomes, detailing teaching strategies and stipulating assessment procedures. Curriculum is not static, not an unmoving form that teachers can systematically implement or students can passively receive. Curriculum is the lived experience of teachers and students as they engage together in the learning process. Aoki's work alerts us to our responsibility to ask questions and seek understanding about curriculum implementation and the nature of the educational experience for school communities. As curriculum inquirers, the research team is working within the many layers of the Australia Curriculum (History) context: across three States in urban, regional and remote locations, and among stakeholders - policy makers, professional association members, syllabus developers, school leadership and management, teachers and students. The paper will first discuss the Framework for data collection and analysis. The Framework combines a stage theory of curriculum with Harré & van Langenhove (1999) Positioning Theory, which has been adapted by our colleagues Mary Dixon and Kim Senior. Data have been analysed individually and collectively by the research team. In drawing upon the Framework, we recognize our responsibility to uncover more experientially holistic and sophisticated theoretical understandings. The paper will then share a visual depiction of the findings to date as a way to emphasize the complexity of the many layers of the Australia curriculum (History) context, and the ways in which the storylines and positioning of stakeholders cannot be understood in isolation from current curriculum development, implementation and enactment.

ANZSRC Field of Research 2020390107. Humanities and social sciences curriculum and pedagogy (excl. economics, business and management)
430399. Historical studies not elsewhere classified
390304. Primary education
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsSchool of Teacher Education and Early Childhood
Griffith University
Institution of OriginUniversity of Southern Queensland
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