Suchergebnisse

Teachers are increasingly framed as global civic professionals with a set of dispositions, knowledges and skills for global citizenship. This rationale must also go beyond neoliberal framing of global citizenship as an employability skill set or commodity. There is a social justice imperative to engage pre-service teachers in teacher education curriculum approaches that foster cultural understandings of 'self' and 'other' and how such understandings shape teachers' work. This paper presents a theoretical framing of culture and the intersecting spheres of the local-global citizen and how these frame teacher education. Significant findings include understanding the complex intersections of global education, citizenship education and cosmopolitan education invoked in international frames, national policy borrowing and curriculum change. Then the author uses a case study of a specific Australian teacher education course to highlight pre-service teacher perspectives on global citizenship and an example of how students experienced service learning as a curriculum response in teacher education. The curriculum case study illustrates the transformative potential and challenges of experiential learning in teacher education, particularly as a catalyst and stimulus for dialogue and reflection on global citizenship. (DIPF/Orig.) ; Lehrkräfte werden zunehmend als Fachleute für "global citizenship" eingestuft und ihnen werden dazu eine Reihe an Dispositionen, Wissen und Fähigkeiten zugeschrieben. Begründungen diesbezüglich müssen auch über den neoliberalen Rahmen von global citizenship als Beschäftigungsfähigkeit oder Ware hinausgehen. Es ist ein Gebot der sozialen Gerechtigkeit, Curricula für angehende Lehrkräfte einzusetzen, die dazu beitragen, ein kulturelles Verständnis für das "ich" und das "andere" zu fördern und zu verdeutlichen, wie ein diesbezügliches Verständnis die Arbeit von Lehrkräften präge. In diesem Beitrag wird ein theoretischer Rahmen für Kultur und die sich überschneidenden Sphären lokal-globaler Bürger/-innen vorgestellt und wie dies Lehrerbildung rahme. Zentrale Ergebnisse umfassen das Verständnis der komplexen Schnittstellen von globalem Lernen, staatsbürgerlicher Bildung und weltbürgerlichem Lernen im internationalen Feld, im Rahmen nationaler Politiken und auf der Ebene von Änderungen des Curriculums. Anschließend wird anhand einer Fallstudie eines ausgewählten australischen Lehrerausbildungskurses die Perspektive angehender Lehrkräfte auf global citizenship aufgezeigt und ein Beispiel referiert, inwiefern Studierende erfahrungsorientiertes Service-Learning als eine Antwort auf das Curriculum in der Lehrerbildung erleben. Die Fallstudie veranschaulicht das transformative Potenzial und die Herausforderungen des erfahrungsorientierten Lernens in der Lehrerbildung, insbesondere als Katalysator und Impulsgeber für den Dialog und die Reflexion über global citizenship. (DIPF/Orig.)

Implementation of the Australian Curriculum through approaches which standardise curriculum and potentially de-professionalise teachers ' work have significant implications for teacher education. Teachers' agency in shaping the curriculum must be developed through their teacher education. History teaching requires navigating the opportunities and challenges of the curriculum in order to assert a strong rationale and connect students with their lived experiences and communities. Pre-service teachers need a critical understanding of History in light of contemporary social and environmental issues and education policy emphases. History teachers in particular, enact their professionalism in subject specific ways aligned to their curriculum aims (Hilferty, 2007). Active and informed citizenship is a dominant rationale for teaching and learning History. History is political, critical and activist in nature and teachers demonstrate these characteristics in their curriculum decision-making. This paper reflects on the place-based curriculum approaches and critical focus on active citizenship that adopted to engage pre-service teachers with teaching History in their North Queensland communities. Place-based education lacks a single theoretical tradition but applies to the experiential, transformative capacity of learning from and nurturing specific places and communities (Guenwald, 2003). How do pre-service teachers develop the dispositions, knowledge and skills to navigate standardized curriculum and connections to students' local spaces and places?

The compartmentalisation of university study means students do not engage with the learning community beyond the completion of the subject. This dominant practice is counter to the aims of service learning and the benefits of wider professional experiences, hence the need for a third learning space that is not owned by the university but is co-constructed. As learning tool this third space can complement and disseminate the rich face-to face experiences to other cohorts in order to use peer experiences as learning resources. As service tool a third space can facilitate information sharing, coordination of service learning, research projects and other authentic learning opportunities. Over successive offerings of Service Learning for Sustainable Futures an increasing network of community organisations have become involved with service learning. The use of service learning in higher education implies shifts from more traditional transmission pedagogies and exhibits sustainability pedagogies identified by Sterling (2004): learning through discovery, learner-centred, collaborative, praxis oriented, focus on self-regulation and real issues, cognitive, affective and skills objectives, learning with staff and with and from outsiders. Sustainability frameworks underpin the curriculum aims. Sustainability brings together multidisciplinary organizations that may be working with the same groups of people to educate them and provide access to more sustainable environmental, social, political or economic outcomes. However these community networks could be sustained beyond the experience in order to strengthen the capacities of organisations and the capacities of graduates as engaged civic professionals. Particularly for education students, wider professional experiences are crucial in developing professionals who are engaged with the communities in which they will teach (Salter, Hill, Navin & Knight, 2013). This paper discusses the development, communicative practices and outcomes of an online forum involving community organisations, university students and staff. The project used an action research methodology to involve teacher educators, pre-service and practicing teachers and community organisation representatives. Surveys and focus groups were used to capture participant perceptions and feedback in the development of a web portal as a third learning space. The paper uses civic engagement literature and spatial theory to critically reflect on the web portal and the experiential learning and serving it supports. In a policy context that increasingly positions higher education as a private good, such bridging spaces and sustainability aims work towards the public good.

he Australian Curriculum History, like all curriculum texts, is one version of legitimate knowledge, which has been "produced out of the cultural, political, economic conflicts, tensions and compromises that organise and disorganise a people" (Apple, 1993, p.1). This presentation highlights the 'spaces' and 'places' of the curriculum as representations of particular knowledge and identities. Whose knowledge is privileged and what places and perspectives on place are positioned as significant? How do orientations to spatial markers – local, regional, national, global – seek to organise and disorganise? This paper draws on critical theory and a detailed discourse analysis of the Australian Curriculum History and accompanying professional resources. This analysis examines the way that particular perspectives and judgements about 'significance' privilege and marginalise. The document analysis is complemented by a case study of school practice that positions students as key agents in legitimating local knowledge.

Social and emotional learning (SEL) is embedded in the emerging Australian national curriculum (ACARA 2013), reflecting a growing body of research (Durlack, Weissberg, Dymnicki, Taylor & Schellinger 2011), professional (Merrell & Gueldner 2010) and popular writing (Covey 1998), and the uptake of that work in practice (Barnard 2006) . This paper offers a critical perspective on both the conceptualization of SEL and its uptake in one particular school. We draw on Foucauldian concepts of discourse (Foucault 1971), governmentality (Foucault, et al. 1991) and technologies of the self (Foucault, et al. 1988) as well as a substantive understanding of the role of the discipline of psychology in constituting and articulating understandings of the self (Davies 2006) and of schools in cultivating particular modes of selfhood (Hunter 1988, 1994), to show that formulations of SEL in research professional and policy play a critical role in making available particular ways of understanding and disciplines selves. We then turn to a small case study of SEL in a state primary school in northern Queensland to show the how SEL might be enacted. First, we show how SEL in this school takes up essentially individual-psychology understandings of the social and emotional domains of human being. Second, we show how SEL is 'translated' into practices that are quite complexly related to the understandings of SEL in the scholarly and professional literature and, in particular, are inflected into a highly traditional or conservative pedagogical and disciplinary set of practices. Third, we show how these discourses of self-competency are mobilized by a small sample of year 6 students and their teachers. While our approach is critical of SEL at each of the levels at which we consider it here, it is appreciative rather than dismissive, and we raise a series of questions about its value and about possible ways it might be elaborated or transformed in light of our critique.