Australian Curriculum, Assessment and Reporting Authority Act 2008

The system of public education, as indicated in the Program of the Communist Party, is constructed in such a way that the instruction and upbringing of growing generations are closely tied with life and productive labor. Secondary education should provide not only solid knowledge of the foundations of the sciences about nature and society, but also knowledge of the foundations of technology and production, the polytechnical preparation of the students. One of the first and most basic distinctions of the curriculum of our Soviet school should be manifested in this.

The School Curriculum

This paper is a critical systematic literature review of empirical work on creative pedagogies from 1990 to 2018. It responds to the increased international attention being afforded creativity and ...

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Creative Pedagogies: A Systematic Review.

Why Theatre Matters is Kathleen Gallagher's new book that considers this question from both a series of diverse global perspectives, but also a personal one. I have heard her speak publicly about t...

Why theatre matters: urban youth, engagement, and a pedagogy of the real

This article extends the ongoing debate about socially just pedagogy by arguing that disadvantaged learners’ capacity to exercise learner agency, which is essential for learning but has been shown to be unequally constrained, can be more effectively enabled. This is accomplished by critically discussing the possibilities and limits of a selection of existing literature on socially just pedagogies, including Critical and Productive Pedagogies, for enabling learner agency. Using sociocultural theory of learner agency, the article argues that these pedagogies implicitly aim to support learner agency but are to varying extents limited in this respect. It is argued that through a dialogue with the research on pedagogy for Possibility Thinking, disadvantaged learners’ agency can be significantly increased. The article argues that this could lead to extending learner agency from learning in the form of meaning-making and knowledge-construction to learners co-imagining socially just pedagogies and co-transforming...

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Learner Agency and Social Justice: What Can Creative Pedagogy Contribute to Socially Just Pedagogies?.

Taking Butler’s notion of embodied performativity in relation to education and global flow, this article uses one example of Samoan cultural dance within a community arts education programme to argue the need for localised, context- and culture-specific arts pedagogies which incorporate diversity in all its expressions, suggest an emerging ‘critical race pedagogy’, and celebrate the power of difference rather than marketplace uniformity Though this can be confronting especially for educators, it points to a new possibility in what might be considered a new ‘pedagogical imaginary’, which extends the notion of ‘a new research imaginary’ and in which cultural dance and other forms of creative cultural expression are productive pedagogical portals for both academic and intercultural learning Drawing on both Australian and international trends in cultural and arts education policy, the author highlights the power of space and place-based learning that draws productively on cultural, gender and creative inter

Andrea Lemon

Papers

Bodies that shatter: creativity, culture and the new pedagogical imaginary