Problematizing the ‘problem’ of writing in the NSW curriculum: a call for a (re)turn to practice

Abstract

AbstractIn a time of curriculum revision in NSW, an “instrumental/technical approach” (Brennan, Curriculum Perspectives 42:85–89, 2022, p. 86) is being (re)affirmed as the dominant understanding of curriculum. Sidelined, deliberately or otherwise, has been an understanding of curriculum as practice—an understanding which could have served as “a necessary counterpoint to current (official) constructions” (Green, Curriculum Perspectives 41:213–225, 2021, p. 215) and representations of the curriculum in a good deal of ‘expert’ media commentary. In the context of the ‘crisis’ messaging being voiced in much of the public discourse, I critically examine the proposed role of a strengthened writing curriculum in remediating what are said to be falling educational standards. Influenced by Carol Bacchi’s (Bacchi, Analysing policy: What’s the problem represented to be?, Pearson Australia, 2016) ‘What’s the Problem Represented to be?’ approach to policy analysis, I consider the discursive work entailed in propagating a ‘syllabus-ised solution’ to the ‘problem’ of writing in NSW. I highlight the essential and reductive paradox of this ‘solution’: the marginalising of practice. Motivated by Bill Green’s (Green, Curriculum Perspectives 41:213–225, 2021) published version of his Garth Boomer Memorial Address, presented at the 2021 national conference of the Australian Curriculum Studies Association, I draw from Boomer’s thinking on the teaching of writing to propose a practice (re)turn in NSW curriculum considerations and work. Given that the rollout of new syllabuses has been delayed with a change of government, I hope that my reflections might add something generative to curriculum knowledge work in NSW, giving teachers and their practice due accord in the work of teaching students to write as writers do.