Springer Twenty-first Century Curriculum Policy: Insights from Australia and Implications Globally

This book focuses on the phenomenon of a ‘21st century curriculum’ and its role in preparing students for work and life in a rapidly changing global knowledge society. Its context is the global and diverse national influences on education policy agendas. The central concepts in the academic literature that underpins the phenomenon are globalisation, curriculum, and policy. The analysis spans global influences on the development of ‘21st century curriculum’ policy, the construction of such policy at the national and State levels in Australia, and the enactment of such policy in three select case-study schools and in relation to which both similarities and differences are identified. The global to local span and the international relevance of the exposition are both revisited to highlight major findings, to discuss them in relation to recent literature and to offer propositions about ‘21st century curriculum’ development that are of wide interest and relevance. Recommendations for policy and practice as well as possible future directions for research in the field follow.     From the Back Cover This book focuses on the phenomenon of a ‘21 st century curriculum’ and its role in preparing students for work and life in a rapidly changing global knowledge society. Its context is the global and diverse national influences on education policy agendas. The central concepts in the academic literature that underpins the phenomenon are globalisation, curriculum, and policy. The analysis spans global influences on the development of ‘21 st century curriculum’ policy, the construction of such policy at the national and State levels in Australia, and the enactment of such policy in three select case-study schools and in relation to which both similarities and differences are identified. The global to local span and the international relevance of the exposition are both revisited to highlight major findings, to discuss them in relation to recent literature and to offer propositions about ‘21 st century curriculum’ development that are of wide interest and relevance. Recommendations for policy and practice as well as possible future directions for research in the field follow. About the Author ZAHIRA KUNHI is an Academic Lecturer in higher education. She has taught in various education institutions, specifically English Language in high schools within Singapore as well as Academic Writing and Research skills in higher education within Australia. Her doctorate is a curriculum policy study that focuses on '21st century curriculum' in Australian contexts. Zahira is currently working on integrating contemporary learning approaches within the curriculum.  LESLEY VIDOVICH is a  Professor of Education at the University of Western Australia. Her research interests centre on education policy within a wider context of globalisation and international policy flows. More specifically, her work has focused in the policy domains of curriculum, quality, equity and accountability. She has conducted research in the UK, Europe, North America, South America (Chile), Africa and Asia as well as Australia. Lesley is currently working on ARC grant research about ‘radical’ curriculum policy trends in higher education, across different countries. TOM O’DONOGHUE is Professor of Education in the Graduate School of Education, the University of Western Australia.  He is also an elected fellow of the Royal Historical Society (UK) and the Academy of the Social Sciences in Australia. He is also a former President of the Australian and New Zealand History of Education Society.His research is largely concerned with examining the historical antecedents of various contemporary educational issues