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Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship, and education by
publishing worldwide. Oxford is a registered trademark of Oxford University Press in the UK
and in certain other countries.
Published in Australia by
Oxford University Press
Level 8, 737 Bourke Street, Docklands, Victoria 3008, Australia.
© Brad Gobby and Rebecca Walker 2022
The moral rights of the authors have been asserted
First published 2017

Second edition published 2022
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted, in any form or by any means, without the prior permission in
writing of Oxford University Press, or as expressly permitted by law, by licence, or under
terms agreed with the reprographics rights organisation. Enquiries concerning
reproduction outside the scope of the above should be sent to the Rights Department,
Oxford University Press, at the address above.
You must not circulate this work in any other form and you must impose this same
condition on any acquirer.
ISBN 9780190333843
Reproduction and communication for educational purposes

The Australian Copyright Act 1968 (the Act) allows educational institutions
that are covered by remuneration arrangements with Copyright Agency to
reproduce and communicate certain material for educational purposes.
For more information, see copyright.com.au.
Edited by Adrienne de Kretser, Righting Writing

Typeset by Newgen KnowledgeWorks Pvt. Ltd., Chennai, India
Indexed by Puddingburn Publishing Services Pty. Ltd.
Printed in China by Golden Cup Printing Co., Ltd.
Disclaimer
Aboriginal and Torres Strait Islander peoples are advised that this publication may include
images or names of people now deceased.
Links to third party websites are provided by Oxford in good faith and for information
only.
Oxford disclaims any responsibility for the materials contained in any third party
website referenced in this work.
CONTENTS
Preface
About the Editors
About the Contributors
Acknowledgments
PART I » INTRODUCING CURRICULUM
1 What is Curriculum?
BRAD GOBBY
Introduction
Power and education
What is curriculum?
Educators thinking big
Conclusion
2 Using Theory to Think Critically about Education

BRAD GOBBY AND SAUL KARNOVSKY
Introduction
Why theory?
Post-structuralist and critical perspectives
Critical pedagogies
Conclusion
3 A History of Schooling and the Making of
Children
BRAD GOBBY AND ZSUZSA MILLEI
Introduction
A brief history of schooling: Three perspectives
Childhood and its regulation through schooling
The practices of regulating and forming young citizens
Conclusion
4 Exploring and Embracing Learner Diversity

through a Sociological Lens
CHRISTINA GOWLETT AND RICHARD NIESCHE
Introduction
Knowing you and your learners
The politics of schooling and inequality
Social class
Socio-economic status and poverty
Gender
Sexuality
Race and ethnicity
Social justice and equity
Conclusion
5 Educators’ Philosophies: Encountering and

Weaving Images
STEFANIA GIAMMINUTI
Introduction
Expectations of curriculum
Images of childhood
Images of educators: The dictatorship of no alternatives
An ethic of resistance
Images of learning settings
Conclusion
PART II » UNPACKING CURRICULUM ISSUES
6 Neoliberalism, Education and Curriculum

GLENN C. SAVAGE
Introduction
Historical perspectives: The emergence of neoliberalism
Neoliberalism as a form of governance: Key characteristics
Neoliberalism, education and curriculum
The future of neoliberalism (and why thinking about it is
important)
Conclusion
7 The Education System and Social Class: A

Shifting Relationship
JOEL WINDLE
Introduction
Social status and education
The establishment of Australia’s education system
Disadvantage and advantage in 21st-century Australian
schooling
Shifts in education policies and practices
Inequality and the curriculum
Conclusion
8 The Trap of Binary Thinking: Problematising

Gender and Social Disadvantage
JANE PEARCE
Introduction
Binary thinking
Binary thinking and gender
False dichotomies and norms
Gender and the curriculum
Disadvantage and education
Conclusion
9 Understanding the Techniques of Colonialism:

Indigenous Educational Justice
SOPHIE RUDOLPH AND LILLY BROWN
Introduction
Historical and policy context
Understanding the historical legacies of colonisation
Mapping the colonial (and neoliberal) techniques of
exclusion
De-colonial and anti-colonial approaches
Conclusion
10 Rethinking Australia’s Cultural Diversity

AMANDA KEDDIE
Introduction
Australia’s multicultural policy
Realising a culturally inclusive agenda through education
Conclusion
11 Psychology, Psychiatry and Neuroscience in

Education
ZSUZSA MILLEI AND EVA BENDIX PETERSEN
Introduction
Psychological knowledge in our everyday life
Developmental psychology in education
Special education
Education and neuroscience
Conclusion
12 Child and Youth Identity Formation: Consumerism

and Popular Culture
KELLI MCGRAW
Introduction
Culture and identity
The influence of popular culture
Fashion: What’s hot and what’s not
Fashion and popularity: A film study
Whose popular culture?
Youth popular culture
Digital and participatory culture
Popular culture in learning contexts
Conclusion
PART III » CREATING AND ENACTING

CURRICULUM
13 Critically Reflective Practice: What Is It and Why Is

It Needed Now?
BARRY DOWN
Introduction
Two personal anecdotes
Why is CRP needed now?
What makes the thinking ‘critical’?
How does CRP work?
Conclusion
14 The Virtual Schoolbag and Pedagogies of

Engagement
GLENDA MCGREGOR AND MARTIN MILLS
Introduction
Schooling disengagement
Engagement through pedagogy
Engagement through curriculum
Conclusion
15 Environment as Curriculum
JANE MEREWETHER
Introduction
Environments as zones of entanglement
Theoretical perspectives
Characteristics of educational environments
Environments for democracy
Organising space, materials and time
Conclusion
16 Digital Technologies, Schooling and Children’s

Rights
TIFFANI APPS AND REBECCA WALKER
Introduction
Digital technologies and schooling
Children’s and young people’s digital rights
A digital rights approach to examining school practices
A digital rights approach in the classroom
Conclusion
17 Datafication and Assessment

REBECCA WALKER AND BRAD GOBBY
Introduction
Assessment in context
Educators making a difference through assessment
Conclusion
18 Planning the Curriculum

REBECCA WALKER AND MADELEINE DOBSON
Introduction
Planning
Planning and the official curriculum
Agency in planning
Rights-based education
Enacting curriculum through learner-centred approaches
Conclusion
Glossary
Index
PREFACE
To meet the needs of learners in an increasingly complex and demanding
world, educators must be equipped with knowledge not just of the methods of
teaching and planning curriculum, but also of how social, cultural and political
powers shape education, curriculum and the lives of learners and educators.
This book explores this bigger picture of education and curriculum, and how it
intersects with issues surrounding the content, planning, enactment and
experience of curriculum. Our aim is to equip educators with ideas, concepts,
theories and perspectives to transform education so they can make a positive
difference to the lives of children and young people in the early childhood,
primary and secondary phases of education.
We do this not by offering ‘models’ of what to think and what to do,
because models and checklists of methods and strategies cannot adequately
respond to the specific, complex and dynamic circumstances of education and
learning. Our approach is to treat educators and pre-service educators as
intellectual workers rather than technicians delivering somebody else’s plans
and ideas. The ideas, concepts, theories and perspectives of this book help
readers observe, decipher and interpret education and the wider world, which
might mean thinking against the grain of established ideas and practices. Our
goal is to support readers to rise to the challenge of educating today’s children
and young people in systems of education that need transforming.
The text is organised into three Parts: Introducing Curriculum; Unpacking
Curriculum Issues; and Creating and Enacting Curriculum. Part I (Chapters
1–5) introduces the notion of curriculum and how we should understand it in
relation to society, culture, politics, the lives of learners and the role of formal
education and educators. Part II (Chapters 6–12) introduces important issues
when thinking about formal education and the creation and enactment of
curriculum. Part III (Chapters 13–18) explores the practical dimension to your
reading and learning about curriculum. The authors of the chapters encourage
you to reflect on your opinions and experiences, and to explore ideas and
concepts to open education to new thoughts and practices.
In this second edition, we have updated the research used in the chapters,
revised theory in action cases and activities, and included a chapter on the use
of educational technologies, which raises issues around child rights and child
agency. The previous chapter on learner diversity has been added to Part I and
expanded. In doing so, we recognise that how educators think about learners is
a key driver of their practices, and therefore we need to reflect on our
assumptions about learners, especially given the growth of learner diversities.
Authors have also responded to recent world events and educational
developments, with references to the climate crisis, the COVID-19 pandemic
and the datafication of education.
As with the previous edition, this book uses several features to support your
comprehension of and engagement with the ideas being explored. These
features include:
• Ask yourself
Often, the best place to begin your learning is with your own experiences.
The ‘Ask yourself ’ questions encourage you to use your knowledge,
thoughts and experiences to reflect on your reading. You are encouraged
to think about how these shape your views of education and the world,
and how education, society, culture and politics shape your views and
experiences.
• Theory in action
Thoughts are tied to our practice, or what we say and do, and how we
organise activities such as teaching and learning. The ‘Theory in action’
feature encourages you to think about how the ideas you are reading
about surface in people’s experiences and can be applied to educational
contexts. Some of these require reading and investigating documents, and
others are descriptions of experiences, scenarios or cases. The ‘Theory in
action’ questions encourage you to use the concepts, ideas and
perspectives explored in the book.
• Questions and activities
The questions and activities posed at the end of each chapter encourage
you to apply, explore and extend the key ideas, concepts and practices
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Full download ebooks at https://ebookmeta.

Powers of Curriculum: Sociological Aspects of

For dowload this book click link below

Sociological Interpretations of Education 1st Edition

Primary Mathematics 3A Hoerst

Medical Aspects of Biological Warfare 2nd Edition Joel

The Curriculum History of Canadian Teacher Education

Curriculum in Early Childhood Education Re examined

Handbook of Classical Sociological Theory Seth Abrutyn

Neurobiological and Psychological Aspects of Brain

Development of the Cerebellum from Molecular Aspects to

© Brad Gobby and Rebecca Walker 2022

The moral rights of the authors have been asserted

First published 2017

Reproduction and communication for educational purposes

Edited by Adrienne de Kretser, Righting Writing

PART I » INTRODUCING CURRICULUM

2 Using Theory to Think Critically about Education

4 Exploring and Embracing Learner Diversity

5 Educators’ Philosophies: Encountering and

PART II » UNPACKING CURRICULUM ISSUES

6 Neoliberalism, Education and Curriculum

7 The Education System and Social Class: A

8 The Trap of Binary Thinking: Problematising

9 Understanding the Techniques of Colonialism:

10 Rethinking Australia’s Cultural Diversity

11 Psychology, Psychiatry and Neuroscience in

12 Child and Youth Identity Formation: Consumerism

PART III » CREATING AND ENACTING

13 Critically Reflective Practice: What Is It and Why Is

14 The Virtual Schoolbag and Pedagogies of

16 Digital Technologies, Schooling and Children’s

17 Datafication and Assessment

18 Planning the Curriculum

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