Discourses of Democratic Consciousness in Key Australian Curriculum Documents
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| Title: | Discourses of Democratic Consciousness in Key Australian Curriculum Documents |
|---|---|
| Language: | English |
| Authors: | David Nally, Heather Sharp (ORCID |
| Source: | Citizenship, Social and Economics Education. 2025 24(1):18-33. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | History Instruction, National Curriculum, Citizenship Education, Democracy, Historiography, Indigenous Populations, Required Courses, Elementary Secondary Education, Elective Courses, Government Role, Foreign Countries, Discourse Analysis, Educational Policy, Educational Opportunities, Pacific Islanders |
| Geographic Terms: | Australia |
| DOI: | 10.1177/14788047251313813 |
| Abstract: | This article analyses examples of democratic values within content about forms of government as evident in the Alice Springs (Mparntwe) Education Declaration and the Australian Curriculum: History. Taking a contemporary focus of the current national curriculum implemented in 2011--which was the first iteration of Australia's first national curriculum, the paper examines forms of government as presented to students from their historical and any current day perspectives. In Australia, History is a compulsory subject for primary school to year 10 in high school (when students are generally 16 years of age). History then splits into Modern History and Ancient History as elective courses of study in the senior years of schooling and History Extension which focuses on historiography. The analysis of curriculum shows that opportunities to introduce into the classroom current day topics in relation to citizenship, democracy, and functions of government are missed in lieu of content that stays in the past within its own chronological historical context. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1470834 |
| Database: | ERIC |
| Abstract: | This article analyses examples of democratic values within content about forms of government as evident in the Alice Springs (Mparntwe) Education Declaration and the Australian Curriculum: History. Taking a contemporary focus of the current national curriculum implemented in 2011--which was the first iteration of Australia's first national curriculum, the paper examines forms of government as presented to students from their historical and any current day perspectives. In Australia, History is a compulsory subject for primary school to year 10 in high school (when students are generally 16 years of age). History then splits into Modern History and Ancient History as elective courses of study in the senior years of schooling and History Extension which focuses on historiography. The analysis of curriculum shows that opportunities to introduce into the classroom current day topics in relation to citizenship, democracy, and functions of government are missed in lieu of content that stays in the past within its own chronological historical context. |
|---|---|
| DOI: | 10.1177/14788047251313813 |
