Australian Educational Curriculum - an Approach Providing Techniques of Solving All Types of Problems - Assignment Example

Take Home Exam on Change Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Name Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Course Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Lecturer Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx September 13th, 2012 Part A 1. Kalantzis & Cope New Learning According to Kalantzis & Cope (2008, pp. 9) technology has provided new tools of learning. Learning can therefore be done by communicating, interacting and more importantly using bank of information stored in the internet. The new tools of learning therefore include; blog post, social networks, websites, online libraries, and email. Through these tools of learning, learning becomes more learner-centred as opposed to teacher-centred. This therefore means that learning will be ubiquitous since it can be done from anywhere, anytime and by anyone. In addition, it will entail new ways of communicating, teaching as well as assessing. 2. Harvey “The Disruption” The most eminent disruption that pre-occupies Harvey’s view point is the notion that only government policies can change the economic platform of a country. The second paramount disruption is that capitalist development is responsible for global economic downturn. Finally, the notion that neo-liberal path has helped in regaining economy of the countries and partially shown the economy of developing countries past the recess is crowded is fallacies (Harvey 2008, pp. 11). 3. Hyslop-Marginson & Sears “Challenging the dominant neo-liberal discourse” Hyslop-Marginson & Sears (2006, pp. 1) argument is based on the abrupt influence of neo-liberal policies on educational institutions. As the authors argue, the institutions are tackling issues that are more inclined on human capital development as opposed to social, economic, and political issues that affect the population. For example, the current universities are being forced to focus their attention to the “dictates” of neo-liberal systems and do away with intellectual freedom and social critique. 4. Hajkowicz & Moody CSIRO Our Future World Hajkowicz & Moody (2008, pp. 2) obtained their findings from researches conducted by other researchers based on how the global risks today will affect the future of our economic, environmental, and social activities. More so, they have used analyses of over 100 trends contributed by over 40 scientists and business development staff across CSIRO. The contributions are from website called SharePoint site. Besides, they have used the work of the world economic forum which among other things; evaluates and identifies global risks associated with environment, economy, geography, society, and technology. 5. US National Intelligence Council Global Trends 2025 The future will be characterized by the following global landscape; (Global Trend 2025: 2008, PP. 6-15) Global politics USA will not be the superpower Global competition Growth in middle class An open import/export climate An accelerated resource grab Decrease in dollar’s international role Overlapping of international financial institutions Poverty Climate change (global effect) Increased calamities 6. Haynes “How to read education policy: Text” A “warrant” is a justification of an action or a conclusion following an argument. Moreover, it provides the answer to the stated question (Haynes 2002, pp. 70). For example, Bill is not a mathematician because his favorite subject is not mathematics and he scores below average. From this statement, there are two warrants justifying why Bill is not a mathematician. [W.1] Bill’s favorite subject is not mathematics, and [W.2] Bill scores below average. The two warrants indicate that; for one to be a mathematician, he/she must have mathematics as his/her favorite subject and score above average. 7. Rudd & Smith “Education revolution” Rudd & Smith (2007, pp. 27) meant that the future of Australian economy will highly depend on the changes and evaluations that will happen in the educational arena. This is because most of the investments in education will be the main economic “booster.” Furthermore, evidence indicates that long-term economic outcomes are largely influenced by the level of human capital. With education sector being the sole determinant of whether to produce social, economic and political solution to its people; it becomes the basis through which economic growth is achieved. 8. Saul “Democracy and Globalization” Saul termed “public education system of the highest possible quality” as the basis for building a middle-class democracy. This is because; it is the only method that Australian people will be able to educate their children hence eligible to be called citizens. 9. Reid McCallum & Dobbins “Teachers as political actors” “Political act” which takes place through interacts between leaners and teachers and is defined by both formal and informal curriculum (Reid McCallum & Dobbins 1998, pp.247). 10. Sennet “The dangerous pronoun” The statement is relevant to education in the sense that most of the curriculum developed cut-across all the educational institutions. Therefore, when teacher are teaching they apply the general term “we” basing their argument of a common curricula. With this they exclude their own contribution to the education more so to the learner (Sennet 1998, pp. 137). 11. Baldwin James “A Talk to Teachers” Baldwin speech is a “wakeup call” for teachers. He states that one starts to learn inside-conscience and that you must “fight” with the society. In addition, he says that teachers must take up their responsibilities and change the society through educating the children about the cruelties of life. He states that for one to overcome the cruelties and hostility of the society he/she must be educated. He concludes by asking teachers to teach the important values and norms which will eventually help them change the society, government and environment (Baldwin 1985, pp. 331-332). 12. Huttunen & Sugranta “Critical and cultural orientation in radical adult education” Some of connections between Huttunen & Sugranta and Sennet arguments are; the difference between concrete and abstract equality, equal distribution, condition of material, critical recognition, social interaction, and common social instruments (Huttunen & Sugranta 2006, pp. 36). Part B Introduction/Background Australian educational curriculum is based on the general objectives which are aligned with the country’s educational objectives (Westheimer & Kahne, 2004). Among other objectives, the Australian curriculum is designed to help the learner develop skills as well as acquire knowledge about the world we live in. In addition, the curriculum sets up ways through which skills and knowledge will be learnt effectively and efficiently (Broström, 2003). At a closer look, the curriculum is designed to enable learners to solve problems are encountered on a daily basis. The curriculum therefore embraces diversity of culture, religion, social, and political of the Australian people. Most importantly, it recognizes that acquired skills and knowledge as the product of social interaction with the environment and society. Therefore, the curriculum designed provides for techniques of learning that are environmental and societal. This paper therefore criticizes the recently released Australian curriculum under the name of “The draft shape of the Australian curriculum: civics and citizenship.” Discussion The released Australian curriculum aims at helping learners to develop the civic knowledge, understanding and skills that will enable them to participate fully in global, regional, national, and local arenas currently and in the future (Torney-Purta et al, 2001). In addition, the curriculum aims at developing attitudes, skills, values, knowledge, and values that will enable learners to become active Australian citizen. It also seeks to build an understanding and gratitude of diverse cultural background, human rights and various religious faiths. It is important to note that; the released curriculum has more than mentioned objective; but because of the scope of this paper we are going to concentrate with the mentioned. It is the aim of every curriculum to offer solutions to its own people. Therefore, the objectives of establishing it should be more inclined on the ways through which this can be encouraged. The released curriculum offers these basic techniques of providing solutions to social, political, religious, and environmental problems. On a closer look, the curriculum enshrines a broader perspective of providing solutions. On the same point, the curriculum provides for more specific targets such as citizenship issues and diversity of culture (Torney-Purta et al, 2001). Unlike other educational curriculums that provides for techniques to solve local, and national problems; this curriculum provides techniques to solve problems in a global platform (Broström, 2003). Hence, learning in the class room has to change to accommodate techniques of solving more difficult and tougher problems. According to the curriculum, technology must be embraced in the classroom so as to have a complete change of learning. So, learning will be done through global classes with the help of the internet. This way, learners will be able to interact with other peers from any part of the globe, anywhere and at any time. Besides, they will be able to learn how other cultures, governments and communities have been able to solve their problems (Torney-Purta et al, 2001). In terms of key issues, the curriculum calls for the main issues such as norms and values. Since interaction through blog post and other social websites is done by the learner; learning changes from teacher-centred to learner-centred more so because learners search for knowledge. This encourages for creativity among the learners. Again, the curriculum looks at the future by shaping learners’ future through educating them. The most important key issue the curriculum is the ability to make classroom interactive and experience-based. By evaluating the released curriculum, it is evident that it focuses on experience and interaction. For example, through blog post and social websites; the learners are able to interact with different people from different background and with a bank of information (Broström, 2003). Finally, the curriculum embraces quality since new strategies of assessment will be implemented such that every contribution forms the basis of assessment-formative assessment approach. Conclusion In conclusion, it is evident that the released curriculum have a broader approach is providing techniques of solving “all types” of problems. Through it conforms will the earlier Australian curriculum in most of the techniques and approaches; it goes without saying that it is more holistic (Westheimer & Kahne, 2004). This curriculum gives the Australian educational sector a challenge if it has to fully work since it requires all types of resources. Nevertheless, it is a good curriculum that can deliver the required results to the required people. Finally, it is important to note that though the “new” curriculum looks to solve all problems experienced by Australian people, in the future it may require to be changed due to the dynamic nature of the human needs; which every curriculum aims to fulfill. References Broström, S. (2003) Understanding Te Whãriki from a Danish Perspective. In Joce Nuttal (Ed.) Weaving Te Whäriki: New Zealand’s Early Childhood Curriculum Document in Theory and Practice. Wellington: New Zealand Council for Education Research Torney-Purta, J, Lehman, R, Oswald, H & Schulz, W 2001, Citizenship and education in twenty-eight countries: civic knowledge and engagement at age fourteen, International Association for the Evaluation of Educational Achievement, Amsterdam. Westheimer, J & Kahne, J 2004 ‘.What kind of citizen? The politics of educating for democracy’: American Educational Research Journal, Vol. 41, No. 2, pp. 237-269 Read More