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Futures for Australian curriculum studies: metaphors, genres and complicated conversations

Gough, Noel 2002, Futures for Australian curriculum studies: metaphors, genres and complicated conversations, Curriculum perspectives, vol. 22, no. 1, pp. 55-62.

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Title Futures for Australian curriculum studies: metaphors, genres and complicated conversations
Author(s) Gough, Noel
Journal name Curriculum perspectives
Volume number 22
Issue number 1
Start page 55
End page 62
Publisher Australian Curriculum Studies Association
Place of publication Melbourne, Vic.
Publication date 2002
ISSN 0159-7868
Summary My specific brief for the conference presentation on which this essay is based was to speak from the standpoint of a 'curriculum theorist'. However, I rarely use the terms 'curriculum theory' or 'curriculum theorising' other than in the company of US and Canadian colleagues. I prefer to speak of 'curriculum inquiry' or 'curriculum work' and I think of my work as a university teacher and researcher as being directed towards understanding curriculum. From this standpoint I interpret the theme of this Point and Counterpoint, 'Futures for Australian Curriculum', as a focus for speculation on the possible and desirable ways in which the arts of curriculum inquiry can be developed, tested and renewed. In other words, how can we sustain rigorous, vigorous and generative forms of curriculum work?
I will respond to this question by referring to three artefacts of Australian curriculum studies, the first two of which come from the Australian
Curriculum Studies Association's (ACSA) own material history; the third is (arguably) the major synoptic text of North American 'curriculum theory' published during the past decade. I will use these artefacts to illustrate three key issues concerning futures in curriculum inquiry, namely:
• the significance of metaphor;
• questions about genre and a renewed role for
the arts in our work;
• the idea of 'complicated conversation'.
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30001445

Document type: Journal Article
Collection: School of Social and Cultural Studies in Education
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