The Australian History Curriculum: How Did We Get Here - Essay Example

The Australian History Curriculum: How did we get here? Introduction In reference to the “Melbourne Declaration on Educational Goals for Young Australians”, cultural diversity is one the key aspect that has over the years influenced the development of the Australian curriculum. Over time, international mobility and global integration trends have increased rapidly thus leading to cultural diversity in Australia (MCEETYA, 2008). With time Australia has become a multicultural nation comprising of individuals from different cultural backgrounds. The Australian Census of Population and Housing provides a glimpse of Australia’s diverse population. For instance in 2011, the census revealed that approximately 26% of Australia’s population comprises of individuals born in overseas countries thus they have a different cultural background. Moreover, the census revealed that at least 20% or one fifth of Australia’s population constitutes of individuals with at least one parent who was born overseas. Throughout the ten decades since the first census was conducted in 1911, migrants in Australia have been a large and significant component of the Australia’s population. Historically, a majority of Australia’s migration came from European countries, however with time, it has become apparent that, more people migrating to Australia come from Asian countries and other parts of the world. Besides this, the presence of indigenous populations such as the Torres Strait Islander and the Aboriginal further contributes to the cultural diversity in Australia (ABS, 2012). Cultural diversity is important mainly because it can promote development, global integration and innovativeness (Stabryta, 2012). Consequently, cultural diversity has become one of the fundamental features in Australia’s national identity that has a significant influence on the country’s economic and socio-cultural potential and development (Syed & Kramar, 2010). Curriculum development in Australia is one of the key areas which has over the years been significantly influenced by the increasing trends of cultural diversity in Australia. For instance, in the Melbourne Declaration, cultural diversity is incorporated so as to foster the development of a cohesive society that appreciates, respect and values different forms of diversity (MCEETYA, 2008). The key aim of this paper is to critically examine the influence that cultural diversity has had on the development of the Australian Curriculum. Foremost, this paper will highlight different perspectives on the influence that cultural diversity has had on curriculum development in Australia. In addition, this paper will identify and critically examine how different aspects cultural diversity are embedded in the Australian curriculum. Perspectives on the influence of cultural diversity There are varying perspectives on whether cultural diversity contributes to the development of the Australian curriculum. While some authors and commentators view that cultural diversity has had a positive influence in the development of the curriculum, others have bemoaned the failure of the national school curriculum to acknowledge the cultural diversity of Australian students. One of the proponents of the view that cultural diversity has had a positive contribution to the development of the curriculum is Burridge (2009) who reflects on how schools and educators have responded to the challenges posed by cultural diversity in schools over time by applying a range of effective methods within the national curriculum framework. This includes updating cultural diversity resources for teachers such as including access to resources that address religious diversity and improve educators’ understanding of Islam in the wake of events such as the Cronulla Beach riots which demonstrated the need for better understanding of Islamic religion and culture (Burridge 2009). In particular, the study proposes that there is a need to explicitly link the learning outcomes in national curriculum frameworks with objectives such as cultural maintenance which may include teaching of immigrant’s first languages. However, there are also authors and commentators who disagree with the proposition that cultural diversity has contributed positively to the development of the national curriculum. Fleming and Southwell (2005) argue that the school curriculum is one of the key factors that contribute to Aboriginal students leaving school early. In particular, they argue that the curriculum is based on a predominantly white Eurocentric model which makes it less relevant to Aboriginal students who find it difficult to relate the knowledge to aspects of their lives (Appleyard, 2002). Therefore, Aboriginal students find learning tasks in the classroom difficult as the tasks are not culturally relevant to them and they do not understand the significance of completing some of the tasks (Appleyard 2002). For the curriculum to be culturally relevant, indigenous people must have greater agency in the schooling of their children at both the community level and higher decision making levels such as at ACARA. The argument that cultural diversity has fallen silent in the curriculum is further corroborated and exemplified in a letter by Aboriginal leaders, academics and educators to Prime Minister Julia Gillard in 2009 where they express their anger over the lack of consultation in the development of the national school curriculum (Ferrari 2009a). The aboriginal leaders accuse the Australian Curriculum Assessment and Reporting Authority (ACARA) of failing to engage with indigenous people and including their perspectives in the curriculum which has resulted in them (Aboriginal people) appearing as mere “historical artifacts” or as represented from an anthropological point of view rather than representing their perspectives and world view (Ferrari 2009a). The sentiment that cultural diversity has not contributed positively to the development of the national curriculum is also shared by sociology professor Andrew Jakubowicz who has criticized the draft national curriculum for failing to acknowledge the cultural diversity of Australian students. He argues that multiculturalism “disappeared” from the draft national curriculum despite being in earlier drafts and that the issue of cultural diversity no longer had a conceptual place in the modeling of core knowledge about Australia (Ferrarri, 2009). Calma (2008) observes that most States and Territories in Australia have policies to include cultural studies in the curriculum so as to cater to cultural diversities within the classroom. Nevertheless, the approaches of including aspects that cater to cultural diversity in the curriculum vary. Calma’s sentiments are true in some sense since the Australian government has over the years emphasised on the need to develop curriculum contents that cater to cultural diversity. The government’s commitment towards the development of a national curriculum that caters to cultural diversity is evident in the “Melbourne Declaration on Educational Goals for Young Australians”, which accentuates on the need to cater for cultural diversities through the curriculum in order to foster the development of a cohesive society that appreciates, respect and values different forms of diversity (MCEETYA, 2008). However, Calma notes that in as much as the government has voiced its commitment towards the development of curriculum contents that cater to cultural diversity, the existing curriculum components are not sufficiently relevant and practical to student’s cultural experiences. He argues that the Australian curriculum has not been adequately contextualised with regards to the knowledge base, experiences, aspirations and goals of students especially those from indigenous communities. Furthermore, according to Calma the Australian curriculum does not sufficiently incorporate important aspects of indigenous culture, language or knowledge. As a result, Calma attributes poor learning outcomes among indigenous students to the inadequacies in the Australian curriculum that fail to cater to effectively to cultural diversities (Calma, 2008).He recommends that in order to realise positive learning outcomes among indigenous students and other students from marginalized cultural groups, it is essential for the government, educators and other relevant stakeholders in the education department to facilitate the development of a curriculum that is culturally relevant in the sense that is recognises and builds on the cultural, linguistic and social capital of students. In order to realise this, Calma further notes that the school curricula should be created in consultation or conjunction with student’s parents and community members so as to effectively incorporate different cultural elements. Nonetheless, Calma strongly asserts that the inclusion of aspects that cater to cultural diversity in the Australian curriculum should not be at the expense of academic standards or the delivery of core academic principles (Calma, 2008). Based on the sentiments of Calma one is bound to question how the inclusion of aspects that cater to cultural diversity in the Australian curriculum affect the set academic standards in the Australian curriculum. In their article, “Excellence through diversity: Internationalisation of curriculum and pedagogy” Ryan and Hellmundt (2003), highlight some of the negative impacts that cultural diversity may have on the academic standards in the Australian curriculum. Ryan and Hellmundt (2003), argue that that the inclusion of aspects that cater to cultural diversity in the Australian curriculum has made the process of curriculum development complex and cumbersome since when developing the curriculum, society’s expectations, cultural norms and beliefs have to be taken into account. Cultural diversity influences the types of topics and pedagogical approaches included in the curriculum. Since Australia’s population comprises of individuals from different cultural backgrounds it may be difficult to strike a balance between what aspect of culture should be incorporated in the curriculum. Moreover, Ryan and Hellmundt argue that it poses a challenge to teachers to effectively use approaches that accommodate and cater to the learning needs of individuals from different cultural backgrounds (Ryan & Hellmundt, 2003). Aspects of cultural diversity in the Australian curriculum The Melbourne Declaration on Educational Goals for Young Australians acknowledges the significant role that education plays in developing a society that is culturally diverse and at the same time socially cohesive. Hence one of the key educational goals for young Australians established in the declaration is developing young people with an appreciation, respect and value for linguistic, religious, social and cultural diversities in Australia (MCEETYA, 2008).There is significant congruence between cultural diversity and the Australian Curriculum. Based on a critical review of the key aims set out by the Australian Curriculum, Assessment and Reporting Authority (ACARA) on intercultural understanding, it is evident that one of the fundamental goals of the Australian curriculum is to develop students who value, appreciate and respect diversity (ACARA, 2012; ACARA, 2009). Educators in Australia have over the years fostered student’s appreciation for difference and diversity by focusing on the study of different cultures from different parts of the world. For instance, in learning areas such as History, students learn about social organisation and cultural practices of different communities. For instance, Year 3-6 curriculum allows teachers to choose set of Asia-Pacific and European historical and cultural contexts so as to develop student’s understanding of cultural diversity (ACARA, 2012b). Similarly, the Early Years Learning Framework (EYLF) incorporates aspects of catering to cultural diversity. Generally, the EYLF is based on three main concepts namely; belonging, being and becoming. Belonging is about making children that they are part of the school regardless of their race or cultural background. Respect for diversity is one of the key principles that underpin the EYLF. Principles and values such as respect for diversity and a commitment to equity are embedded within the EYLF. Both the Australian Curriculum and the EYLF recognise there are cultural diversities among learners. Hence children may experience belonging, being and becoming differently since children bring diverse perspectives, knowledge, skills and experiences to their learning. Therefore, the framework recommends that educators should anticipate, assess and respond to cultural diversities through open ended questioning, implementing student centered learning and using multiple strategies in order to meet the specific needs of students (DEEWR, 2009). A critical look at the provision stipulated by ACARA and the EYLF, it is apparent that certain aspects of catering to cultural diversity are embedded within the Australian curriculum. Nevertheless, in as much as the Australian curriculum incorporates contents that are geared towards catering to cultural diversity, the existing curriculum components are not sufficiently relevant and practical to student’s cultural experiences. The Australian curriculum has not been adequately contextualised to cater to knowledge constructions experiences, aspirations and goals of students especially those from indigenous communities (Calma, 2008). Conclusion Basically, this paper has examined the influence that cultural diversity has had on the development of the Australian Curriculum. According to the findings of this paper, there are different perspectives concerning the influence that cultural diversity has had on the development of the Australian Curriculum. Some believe that cultural diversity has had a positive influence in the development of the curriculum, others have bemoaned the failure of the national school curriculum to acknowledge the cultural diversity of Australian students. Nevertheless, a critical look at the Australian curriculum, it is evident that, there is significant congruence between cultural diversity and the Australian Curriculum. One of the fundamental goals of the Australian curriculum is to develop students who value, appreciate and respect diversity (ACARA, 2012; ACARA, 2009). However, in as much the Australian curriculum constitutes of aspects that cater to cultural diversity, the existing curriculum components are not sufficiently relevant and practical to student’s cultural experiences (Calma, 2008). References Australian Government Department of Education, Employment and Workplace Relations (DEEWR) for the Council of Australian Governments (2009). Belonging, Being & Becoming: The Early Years Learning Framework for Australia.Canberra, ACT: DEEWR. Australian Curriculum, Assessment and Reporting Authority (ACARA). (2009). Shape of the Australian Curriculum: History. Retrieved on December 3 2012 Australian Curriculum, Assessment and Reporting Authority (ACARA). (2012). Intercultural Understanding. Retrieved on December 3 2012 Australian Curriculum, Assessment and Reporting Authority (ACARA). (2012b) History: Rationale. Retrieved on December 3 2012 Ahlquist, R. & Hickling- Hudson, A. (2003).Contesting the curriculum in the schooling of indigenous children in Australia and the United States: From Eurocentrism to culturally powerful pedagogies. Comparative Education Review 47(1): 64 – 91. Appleyard, S. (2002). Educational Issues facing Aboriginal Families in Rural Australia: A Case Study. The Australian Journal of Indigenous Education 30(1): 31-39. Australian Bureau of Statistics (ABS) (2012). Cultural Diversity in Australia. Retrieved on December 3 2012 from Burridge, N. (2009). Addressing the challenges of cultural diversity in our schools. Curriculum Leadership 7(25). Retrieved on 29 November, 2012 from Calma, T. (2008). Achieving improved primary and secondary education outcomes for indigenous students. Sydney: AMP foundation. Ferrari, J. (2009). Aboriginal leaders seek role in national curriculum. The Australian, 26 October. Retrieved on 1 December, 2012 from Ferrari, J. (2009b). Diverse cultures fall silent in curriculum. The Australian, 27 October. Retrieved on 1 December, 2012 from Fleming R. & Southwell, B. (2005). An investigation of some factors in the education of indigenous Australians. Australian Association for Research in Education Conference 27 Nov.-1 Dec. 2005 Parramatta, N.S.W. Retrieved on 29 November, 2012 from Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (2008). Melbourne Declaration on Educational Goals for Young Australians. Melbourne: MCEETYA. Ryan, J. & Hellmundt, S. (2003). Excellence through diversity: Internationalisation of curriculum and pedagogy. Retrieved on December 1, 2012 from Stabryta, A. (2012). The opportunities for and constraints to organizational development in the Information Society. New York: Mfiles.pl Syed, J. & Kramar, R. (2010). "What is the Australian model for managing cultural diversity?", Personnel Review,39 (1), pp. 96 – 115. Read More