Critiquing Curriculum Policy Reform in Finland and Australia: A Non-affirmative, and Praxis-oriented Approach

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)

Interna författare/redaktörer

Publikationens författare: Ian Hardy, Michael Uljens
Förläggare: University of British Columbia Library
Publiceringsår: 2018
Tidskrift: Transnational Curriculum Inquiry
Tidskriftsakronym: TCI Journal
Volym: 15
Nummer: 2


This paper
draws upon key national curriculum policy documents as evidence of reform in
Finland and Australia to analyze whether and how they appear to provide the
opportunity for a genuinely educational experience for students, oriented
towards the good for all, or whether they reflect more restrictive,
‘predetermined’ influences and foci. Specifically, we focus upon the aims,
content and methods advocated within the principal curriculum policy documents
in each context, and analyze the extent to which they seem to allow for teacher
and school autonomy, and a more praxis-oriented approach, or whether they
reflect more directive, and performative policy foci. To analyze the extent to
which such autonomy is evident, we draw upon the German educationalist Dietrich
Benner’s notion of ‘non-affirmative’ education as an analytical concept, and to
analyze whether a more praxis-oriented approach is evident, we draw upon
neo-Aristotelian notions of practice as praxis. Through a comparative analysis
of the Finnish and Australian curriculum policy circumstances, we argue how
more neoliberal influences have influenced both countries, but also how the
Finnish context seems to provide the opportunity for a more open,
‘non-affirmative’ approach to the aims, content and methods of curriculum
reform, while the Australian context is potentially more restrictive in this
regard, even as there is evidence of some support for such approaches. The
article reveals the power of a comparative approach, and how the broader
conditions within which curriculum policy development unfolds, including
assessment practices, influence the nature of the content of curriculum policy,
with potentially significant effects for curriculum reform enactment.


Senast uppdaterad 2020-08-04 vid 05:20