Distorted representations of the‘capability approach’ in Australian school education

Skourdoumbis, Andrew 2015, Distorted representations of the‘capability approach’ in Australian school education, Curriculum journal, vol. 26, no. 1, pp. 24-38, doi: 10.1080/09585176.2014.955512.

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Title Distorted representations of the‘capability approach’ in Australian school education
Author(s) Skourdoumbis, AndrewORCID iD for Skourdoumbis, Andrew orcid.org/0000-0003-4329-1285
Journal name Curriculum journal
Volume number 26
Issue number 1
Start page 24
End page 38
Total pages 14
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2015-01
ISSN 0958-5176
1469-3704
Keyword(s) national curriculum
pedagogy
neo-liberalism
enframing
education policy
capabilities
Summary Recently, curriculum developments in Australia have seen the incorporation of functionalist ‘general capabilities’ as essential markers of schooling, meaning that any pedagogical expression of classroom-based practice, including subsequent instruction, should entail the identification and development of operational general capabilities. The paper questions and critiques recent curriculum developments in Australia that characterises capabilities purely in functionalist terms, something that the broader capabilities literature eschews. The analysis is informed by aspects of the theoretical frameworks of Martin Heidegger and Pierre Bourdieu. It examines the notion of ‘general capabilities’ in the Australian Curriculum. The paper argues that there is an inherent contradiction in Australian education policy, namely a vocationally oriented national school curriculum with implied functionings that cannot fulfil designated purposes. The paper finds that the curriculum's connection to increased individual and national economic prosperity, one championing ‘jobs and careers of the twenty-first century’, is evident, although current populous forms and categories of employment seem to suggest otherwise.
Language eng
DOI 10.1080/09585176.2014.955512
Field of Research 130202 Curriculum and Pedagogy Theory and Development
130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2015, British Educational Research Journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30069478

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