'You'd be surprised how some people probably feel uncomfortable': the compliance–resistance continuum of planning integrated Australian History curricula. Issue 2 (15th March 2022)

• Record Type: Journal Article
• Authors: Weuffen, Sara
• Is Part Of: Teacher development. Volume 26:Issue 2(2022)
• Page Start: 221
• Page End: 239
• Publication Date: 2022-03-15
• Subjects: Cross-cultural education -- discourse analysis -- teacher development -- curriculum planning -- history; Teachers -- In-service training -- Periodicals; Teachers -- Training of -- Periodicals; Career development -- Periodicals; 370.711
• DOI: 10.1080/13664530.2022.2027266
• Languages: English
• ISSNs: 1366-4530

Abstract

ABSTRACT: The purpose of this article is to present a problematising and exploration of how teachers educated within settler-colonial systems are positioned to analyse critically and resist whitewashed curriculum when planning for school-based learning. Since the 2013 implementation of the Australian Curriculum: History, Aboriginal and Torres Strait Islander studies have been a mandatory, albeit subsidiary, focus area of study. While publications have explored the purpose of, the need for, and the possibilities offered up by cross-curriculum education, very little attention has been paid to how curriculum is enacted within schools. Through a poststructuralist lens, and a non-Indigenous researcher positioning, this article illuminates a discursive analysis of ways in which six history teachers in Victoria, Australia, perform their subject positioning along a continuum of compliance–resistance within the Australian education system.