Curriculum theory and the state in Australia

Notes and references

• Goodson , I. F. , ed. 1985 . Social Histories of the Secondary Curriculum: Subjects for Study , London : Falmer .
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• The Liberal Party in Australia is in fact a conservative party
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• Illich , I. 1970 . Deschooling Society , New York : Harper and Row .
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• Schwab , J. J. 1970 . The Practical: A Language for Curriculum , Washington, dc : National Education Association .
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• Gough , N. P. 1978 . The new practicality of curriculum theory . The Australian Science Teachers’ Journal , 24 : 31 – 40 .
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• Young , M. F. D. , ed. 1971 . Knowledge and Control: New Directions for the Sociology of Education , London : Collier Macmillan .
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• Heinemann, London, 1975
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• Connell , R. W. 1982 . Making the Difference: Schools, Families and Social Division , Sydney : George Allen & Unwin . For example, Doug White and a number of colleagues at La Trobe University in Victoria were important in assisting teachers to theorize their work (for example, by using a ‘Task Force’ approach to post‐graduate teacher education courses in which groups of teachers on courses conducted research in their own schools); later, some at Deakin University also began to take such roles. In the 1980s, Bob Connell and his co‐workers have played a most significant role in articulating issues for teachers and school communities, especially through
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• Including people like David Bennett (who left a progressive school era, in Victoria, to join the Australian Schools Commission as a full‐time commissioner), Bill Hannan (at one time the editor of the teacher union journal The Victorian Teacher, from which he argued for the development of a ‘democratic curriculum’ in Victorian schools, and who, in the mid‐1980s, became Chairperson of the Commonwealth Schools Commission's Curriculum Development Council and the Chairperson of the Victorian State Board of Education), and Garth Boomer (an English teacher and consultant who became a leading voice in the educational reform and a champion of the study of the role of language in learning and the negotiation of curriculum‐and who later became Director of the Australian Curriculum Development Centre and then Chairperson of the Commonwealth Schools Commission).
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• White , D. 1987 . Education and the State: Federal Intervention in Educational Policy Development , Geelong : Deakin University Press .
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• The popularity of Making the Difference by Bob Connell and his co‐workers amply demonstrates the continuing power of relevant theory to inspire and sustain teachers and school communities in the struggle to understand and transform the work of education.
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• STC is an abbreviated acronym for the Schools Sixth Form Tertiary Entrance Certificate. Developed by a group of teacher activists from a group of Melbourne schools with support from the vsta, the stc arrangement certificate emerged as an alternative to the state matriculation certificate (the Higher School Certificate). It has survived because teachers, students and schools negotiated directly with tertiary institutions about what students needed to achieve to meet substantive entry requirements of particular departments and faculties
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• Kemmis , S. , Cole , P. and Suggett , D. 1983 . Curriculum and Transition: Towards the Socially‐Critical School , 582 St. Kilda Road, Melbourne : Victorian Institute for Secondary Education; now the Victorian Curriculum and Assessment Board .
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• Speaking to Geoff Whitty about the three orientations in London in 1983, I was interested in his view that the mainstream British curriculum debates were no longer about the three orientations we had identified in educational debate in Victoria, but the new voc‐ationalism and the neo‐classical position, with some residual defence of progressivism (then being attacked from the left as well as the right), with radical positions (at that time) still being advocated energetically by vocal minorities in the teaching profession and the academy.
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• Boomer , G. , ed. 1982 . Negotiating the Curriculum , Sydney : Ashton Scholastic . See
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• Ashenden , D. , Blackburn , J. , Hannan , B. and White , D. 1984 . Manifesto for a democratic curriculum . Australian Teacher , 7 : 13 – 20 .
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• The ‘manifesto for a democratic curriculum’ is another: at the time of its appearance, Ashenden was an advisor to the Commonwealth Minister of Education, Blackburn was a retired official of the Australian Schools Commission acting as a consultant to the Victorian Ministry of Education on post‐compulsory schooling, Hannan was a teacher unionist and Chairperson of the Commonwealth Government's Curriculum Development Council, and White was (and continues to be) an academic based at La Trobe University.
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• School monitoring: the empire strikes back . paper presented at the Annual Meeting of the Australasian Evaluation Society . July , Melbourne. Something of the history of this decline can be traced in a series of papers I gave to the Australiasian Evaluation Society: Kemmis, S. (1986) Self‐evaluation in the context of program evaluation: the prospects for developing critical communities in program bureaucracies, paper presented to the Third National Evaluation Conference, July, Sydney; (1987) Technology and Bureaucracy in evaluation: critical alternatives, paper presented at the Annual Meeting of the Australasian Evaluation Society, July Canberra; and
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• Marx , K. 1967 . Writings of the Young Marx on Philosophy and Society , Edited by: Easton , L. D. and Guddat , K. H. 212 New York : Anchor .
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• MacIntyre , A. 1981 . After Virtue: A Study in Moral Theory , 344 – 245 . London : Duckworth .
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