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

Abstract

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.

Keywords:

• national curriculum
• pedagogy
• neo-liberalism
• enframing
• education policy
• capabilities

Acknowledgements

I would like to extend my sincere thanks to the two anonymous reviewers for reviewing my article and making valued recommendations regarding the article. I would also like to acknowledge the scholarly support of the Warrnambool Collective of Deakin University.

Additional information

Notes on contributors

Andrew Skourdoumbis

Dr Andrew Skourdoumbis is a senior lecturer in education (pedagogy and curriculum) at Deakin University, Australia. His recent research engages with matters of curriculum theory encompassing policy analysis, teacher practice and educational performance. He investigates global reform efforts in education that impact teacher practice and the way that exacting methods of research govern policy and teacher performance. Andrew has published widely in international education research journals including, The British Journal of Educational Research, The International Journal of Qualitative Studies in Education, The British Journal of Educational Studies and The Asia Pacific Journal of Teacher Education. He has major research interests in curriculum theory, educational theory and practice, teacher effectiveness research and education policy.