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Conceptualising challenges for teachers and learning futures

Bateman, Debra 2011, Conceptualising challenges for teachers and learning futures, in ACSA 2011 : Leading Curriculum Change : Proceedings of the 2011 Australian Curriculum Studies Association Biennial Conference, ACSA, [Sydney, N.S.W.].


Title Conceptualising challenges for teachers and learning futures
Author(s) Bateman, Debra
Conference name Australian Curriculum Studies Association Biennial Conference (15th : 2011 : Sydney, N.S.W.)
Conference location Sydney, N.S.W
Conference dates 7-9 Oct. 2011
Title of proceedings ACSA 2011 : Leading Curriculum Change : Proceedings of the 2011 Australian Curriculum Studies Association Biennial Conference
Editor(s) [unknown]
Publication date 2011
Publisher ACSA
Place of publication [Sydney, N.S.W.]
Keyword(s) futures
education
teachers
time
motivation and learning
teachers’ work and lives
Summary The assumption that all education prepares students for their futures is misguided. Rather, students are prepared, through curriculum and institutional practices for politically constructed notions of the future, which are often based on another assumption that what has worked in the past will continue to work in the future. This is evident in the absence of articulated futures within curriculum and other policy documents. This research showcases a critical ethnography which was undertaken in a Victorian primary school. The specific project focussed on the ways in which Year 5/6 classroom teachers reconceptualised curriculum to incorporate futures thinking as a result of ongoing professional learning and support. Through the use of analytical bracketing and post-analytic ethnomethodology for analysis across the data, the presenter proposes a conceptual model which highlights the complexity of this work as well as a theoretical explanation of why futures remains the missing dimension in education.
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
HERDC collection year 2011
Copyright notice ©2011, ACSA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30041185

Document type: Conference Paper
Collections: School of Education
Higher Education Research Group
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