Curriculum visions: The Australian Curriculum, Assessment, and Reporting Authority (ACARA) and Dwayne Huebner discuss civics and citizenship
This article considers the Australian Curriculum, Assessment, and Reporting Authority's (ACARA) plan for Civics and Citizenship, assessing the role of religions therein. Through a dialectical hermeneutic, ACARA is brought into a mutually critical conversation with the work of curriculum theoris...
| Publié dans: | International journal of Christianity & education |
|---|---|
| Auteur principal: | |
| Type de support: | Numérique/imprimé Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Sage
[2015]
|
| Dans: |
International journal of Christianity & education
|
| RelBib Classification: | AH Pédagogie religieuse AX Dialogue interreligieux CC Christianisme et religions non-chrétiennes; relations interreligieuses KBS Australie et Océanie RF Pédagogie religieuse |
| Sujets non-standardisés: | B
Common Good
B Dwayne Huebner B Sacred Texts B Australian curriculum B Citizenship |
| Accès en ligne: |
Volltext (doi) |
| Édition parallèle: | Électronique
|
| Résumé: | This article considers the Australian Curriculum, Assessment, and Reporting Authority's (ACARA) plan for Civics and Citizenship, assessing the role of religions therein. Through a dialectical hermeneutic, ACARA is brought into a mutually critical conversation with the work of curriculum theorist Dwayne Huebner. Both of their distinct visions are found to make space for diverse religious identities, and to affirm students taking responsibility for what they make of this world. They clash, however, over the path to societal harmony and the place given to discussing our deepest differences in belief and practice. In this article it is argued that a constructive use of Sacred Texts in Civics and Citizenship may facilitate a synergy between ACARA and Huebner that is educationally viable and democratically profitable. This would require that curriculum content is decentred to serve a dialogical pedagogy built on the sharing of our foundational narratives as together we pursue the common good. |
|---|---|
| ISSN: | 2056-9971 |
| Contient: | Enthalten in: International journal of Christianity & education
|
| Persistent identifiers: | DOI: 10.1177/2056997115574635 |