Article 41 - Curricular Justice and contemporary schooling

By Stewart Riddle; Martin Mills & Glenda McGregor

https://link.springer.com/article/10.1007/s41297-023-00186-y

Prompt 1: Do you feel the curriculum you teach reinforces the dominant culture? What about your teaching approach? https://flip.com/bb1cc94b

Prompt 2: This paper problematises views on differentiation - do you support differentiation through streaming; pathways; or through pedagogy (or something else)? https://flip.com/67c44004

Prompt 3: How does your approach to curriculum, and teaching, engage with: redistribution; recognition; and representation? https://flip.com/2352af8d

Curricular justice and contemporary schooling: Towards a rich, common curriculum for all students - Curriculum PerspectivesDespite the commitment by governments and educational leaders to high-quality and high-equity systems, the defining features of contemporary schooling in Australia and elsewhere are increasing inequality and the uneven distribution of educational opportunities and outcomes. Therefore, it is timely to consider what the concept of curricular justice means for schooling in the twenty-first century. This paper argues for a rich, common curriculum that provides all young people with learning choices that have relevance to their worlds, contribute to the preparation for work or further education, alongside opportunities for engagement with a broader knowledge base connected to critical understandings of culture and society. We contend that a knowledge + plus curriculum is one that is committed to the tripartite social justice principles of redistribution, recognition and representation, which brings together powerful knowledge and young people’s community funds of knowledge in a common curriculum. Such a common curriculum is essential for a common schooling, which can deliver on the promise of a high-quality and high-equity education system for all young people.