Curriculum Priorities Research Articles

Short Survey on Cardiopulmonary Resuscitation and Automated External Defibrillator Training in Rural British Columbia Schools: Preliminary Findings and Hypothesis-Generating Insights

BackgroundBritish Columbia (BC) faces more than 7000 out-of-hospital cardiac arrests annually, which disproportionately affect rural areas, owing to their slower emergency medical service response and limited specialized care. Despite the known benefits of automated external defibrillator (AED) access and cardiopulmonary resuscitation (CPR) training, their status in rural BC schools is poorly documented. MethodsWe used an online survey of principals and vice-principals of rural schools in BC. The survey assessed AED accessibility, prevalence of CPR and AED training, and obstacles to implementing such training. Questions covered school demographics, AED installation, and CPR and/or AED training for staff and students. ResultsWe recruited 23 elementary schools (kindergarten-grade 7; 46%), 6 middle schools (grades 6-8; 12%), and 21 high schools (grades 8- 12; 42%). A total of 72% (36 of 50) had at least one AED installed; 46% required staff CPR training; and 24% provided student CPR training. Significant gaps in training were noted for elementary and middle school students, compared to the training for high schools (P < 0.05). ConclusionsDisparities in AED and CPR training across rural schools in BC exist, highlighting a need for policy improvements and innovative solutions to enhance first-aid education. Barriers to implementing CPR and AED training included lack of funding, curricular priority, time constraints, and limited resources. Despite a 10.3% response rate, this study reveals significant disparities in AED and CPR training across school levels in rural BC, underscoring the need for targeted policies and educational strategies to enhance emergency preparedness and improve cardiac arrest outcomes in underserved areas.

Multidisciplinary Consensus on Curricular Priorities for Pediatric Neurocritical Care Nursing Education: A Modified Delphi Study in the United States.

Nurses are vital partners in the development of pediatric neurocritical care (PNCC) programs. Nursing expertise is acknowledged to be an integral component of high-quality specialty patient care in the field, but little guidance exists regarding educational requirements to build that expertise. We sought to obtain expert consensus from nursing professionals and physicians on curricular priorities for specialized PNCC nursing education in pediatric centers across the United States. We used a modified Delphi study technique surveying a multidisciplinary expert panel of nursing professionals and physicians. Online surveys were distributed to 44 panelists over three rounds to achieve consensus on curricular topics deemed essential for PNCC nursing education. During each round, panelists were asked to rate topics as essential or not essential, as well as given opportunities to provide feedback and suggest changes. Feedback was shared anonymously to the panelist group throughout the process. From 70 initial individual topics, the consensus process yielded 19 refined topics that were confirmed to be essential for a PNCC nursing curriculum by the expert panel. Discrepancies existed regarding how universally to recommend topics of advanced neuromonitoring, such as brain tissue oxygenation; specialized neurological assessments, such as the serial neurological assessment in pediatrics or National Institutes of Health Stroke Scale; and some disease-based populations. Panelists remarked that not all centers see specific diseases, and not all centers currently employ advanced neuromonitoring technologies and skills. We report 19 widely accepted curricular priorities that can serve as a standard educational base for PNCC nursing. Developing education for nurses in PNCC will complement PNCC programs with targeted nursing expertise that extends comprehensive specialty care to the bedside. Further work is necessary to effectively execute educational certification programs, implement nursing standards in the field, and evaluate the impact of nursing expertise on patient care and outcomes.

Comparative Analysis of Teaching Methods: A Cross-Cultural Study of Chinese and American Educational Systems

Chinese and American educational systems represent two separate paradigms that have been influenced by many historical, cultural, and sociological elements. This paper examines the complex interactions defining their instructional strategies, cultural influences, and curriculum priorities. The study analyzes disparities, clarifies how cultural differences affect learning, and offers practical suggestions for international learning environments. It contrasts the participatory, inquiry-based paradigm used in the U.S. with China's teacher-centered approach and rote memorization. The emphasis on knowledge acquisition in Chinese curricula contrasts with that on application and critical thinking in American curricula. The results show the complex effects of these instructional strategies, with Chinese students performing well on standardized tests but having trouble with critical thinking, whereas American students have great analytical skills but struggle with test performance. The psychological and emotional health of the pupils is affected, with American students benefiting from a climate that supports self-expression while Chinese kids are subjected to intense pressure. The duties of teachers vary greatly, with American colleagues encouraging student engagement and critical thought while Chinese educators frequently serve as knowledge transmitters. This study emphasizes that there is no single model for effective teaching and offers suggestions for improving classroom instruction in China, including enhancing teaching resources, encouraging individualized learning, funding teachers' ongoing professional development, and involving parents in the educational process.

Numeracy Skills Assistance for Undocumented Children

Numeracy is the ability to understand and use numbers and mathematical concepts in everyday life. Santri in An Nahdhoh may have problems with their numeracy skills due to various factors, including limited access to quality educational resources, traditional teaching methods that may not effectively foster understanding of mathematics, potential curriculum priorities that prioritize religious education over mathematics, language barriers, and a lack of tailored support for individual skills gaps. Students' willingness to learn numeracy skills can also be influenced by socio-economic limitations and cultural attitudes in the Santri community. Therefore, this service research aims to provide comprehensive guidance, especially to An-Nahdhah, which in the end can improve numeracy results among students. This initiative involves the participation of 25 students. This research is quantitative in nature with data analysis techniques using the t-test. Community service is important and relevant in several ways, including increasing numeracy literacy, application of religion, daily living skills, developing analytical skills, preparation for further education, increasing competitiveness, and introducing technology. This community service includes the following stages: preparation, assessment, implementation and evaluation. An-Nahdlah's numeracy support program for undocumented children offers several great benefits, particularly in helping

Stakeholder role in setting curriculum priorities for expanding pharmacy scope of practice

Globally, pharmacy education has evolved as scope of practice expands, from four-year bachelor’s programmes to extended, more clinically focused qualifications. Curriculum transformation is typically led by academics then presented to expert stakeholders for confirmation and comment. This study aimed to engage stakeholders in initial curriculum design to transform pharmacy education at one Australian university. The nominal group technique was used to identify priorities for curriculum and work integrated learning. Twenty-three diverse stakeholders proposed 153 ideas for curriculum and work integrated learning across four sessions, and these were consolidated into 10 to 11 over-arching statements per group and voted on. Group discussions were recorded, then transcribed verbatim followed by thematic analysis of transcripts. Priority areas included specific skills for extended scope and role specialisation, and innovative changes to work-integrated learning to ensure alignment with evolving complexity in practice. Early stakeholder participation enriched curriculum design using a sustainable approach to industry engagement.

Expanding the Core Competences of Librarianship through Designing a Credit-Bearing Information Literacy Course for Social Work

In contemporary knowledge society, the impact of library and information professions has expanded to practical workforce preparation in many adjacent fields, including social work, that heavily rely on information competencies to promote community well-being and public good.This poster adds a practitioner perspective to the ongoing conversation about the need to reimagine LIS education to better align curricular priorities with the demands of the increasingly interconnected information landscape. Through a tale of a subject librarian and Social Work faculty partnership to develop a tailored credit-bearing information literacy course for Social Work pre-majors, the author illuminates the evolving role of librarians who are called upon to educate members of other information-intensive professions in the use of general and subject-specific resources essential for their field. The poster highlights the shared values that inform the practice of both librarianship and social work in response to the issues faced by communities in times of uncertainty and change. Built around the ALA’s Core Competences of Librarianship and the Social Work Competencies established by the Council on Social Work Education, the project reflects on the challenges and opportunities associated with integrating information literacy education into a domain where advanced information literacy skills are an indispensable component of the current professional practice. Finally, the project discusses several implications for LIS programs keen on creating a better connection between the LIS foundational values and other professional competency frameworks today’s librarians lean on, particularly in such vital areas as user services, lifelong learning and continuing education, and social justice.

Social work virtual: preparing social work students for a digital future

ABSTRACT During the pandemic, social workers have faced increasingly complex client needs, and are simultaneously undergoing transformative changes in practice with the rapid uptake of digital technologies. To make the best use of these technologies, practitioners require new knowledge, skills, and competencies, yet to date, the development of digital competencies has not formed a curriculum priority in social work higher education. To address this gap, we developed the 8-week simulation learning experience Social Work Virtual. Combining the principles of best pedagogical practice in both face-to-face and online education, Social Work Virtual is specifically tailored to develop digital social work competencies under the mentorship of practicing clinicians. In this paper, we describe the challenges in higher education and healthcare service provision that prompted the development of this learning simulation, and the opportunities it provided for students to develop skills in social work assessment and intervention using digital technologies. We include a reflective account by a practice mentor in Social Work Virtual. The reflection offers insights into how this simulation experience addressed student learning needs amid a rapidly changing social and professional landscape. We then consider how educators may adopt similar pedagogical strategies to integrate digital competencies within their professional programs.

Investigating Indigenous games as Indigenous knowledges and perspectives in PETE: a systematic literature review

ABSTRACT This systematic literature review (SLR) investigates the enablers and constraints which impact the enactment of Traditional Indigenous Games within curriculum. SLR methodology was used to identify all potential literature within Australia and internationally, between February 2022 and April 2022. Searches were limited to peer-reviewed literature, written in English and published between 2002 and 2022. Search protocols employed to investigate relevant literature were based upon the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) model with the following databases explored: A+ Education via Informit online, AEI ATSIS, ERIC Proquest, Taylor & Francis and Sage Journals (Education). The following search terms were used: ALL FIELDS, (‘Traditional Indigenous games’ OR ‘Indigenous games’ OR Yulunga OR ‘Indigenous sport’ OR ‘Aboriginal sports’ OR ‘Torres Strait Islander sports’ AND ‘Australian curriculum’ OR ‘cross curriculum priorities’ OR ‘Indigenous pedagogy’ AND ‘Indigenous perspectives’ OR ‘Indigenous knowledge’s’ OR ‘Embedding Indigenous perspectives’ AND ‘health and physical education’ OR ‘physical education teacher education’ OR ‘health & PE’ AND ‘Cultural competency’ OR ‘cultural safety’ AND ‘Initial teacher education’ OR ‘pre-service physical education teachers’). Results suggest that culturally relevant pedagogy is a dominant enabler, whilst curriculum and teacher cultural awareness are dominant constraints which impact the enactment of Traditional Indigenous Games within curriculum.

The Consideration of Animals Within Australian Social Work Curriculum

ABSTRACT There is growing impetus for social work to move beyond a human-centric social justice orientation to include the consideration of animals. Social work programs in Australia are currently not required to include content related to animals within the curricula and little is known about the extent to which this content is currently being taught in Australia. The aim of this study was to explore how consideration of human–animal relations has been incorporated into Australian social work programs. Fifteen social work educators were surveyed with three of these participants also undertaking semistructured interviews. The findings revealed that where animal-related content was included it predominantly took an “instrumental” or “anthropocentric” focus related solely to human wellbeing. Exceptions to this focus were found to exist within some ethics and theory units under topics such as “green social work”. Participants report barriers to including such content citing factors related to challenges within the university context and the perceived relative importance of other topics within a crowded social work curriculum. Despite an upsurge in interest in animal-related content reflected in the literature and a broader shift in societal attitudes towards animals, the findings of this small study indicate that Australian social work curriculum currently does not reflect this increasing interest. IMPLICATIONS As a social justice–oriented profession social work has an ethical responsibility to expand its focus to include consideration of human–animal relations within the Australian social work curriculum. There is evidence that inclusion of content related to animals is limited and is often a reflection of the educator’s commitment and passion for the topic rather than curriculum priorities or requirements. Further research is needed to gain a better understanding of the extent to which human–animal relations content is included within Australian social work curriculum and what barriers may exist to its inclusion.

A cross-sectional study to assess faculty and student knowledge of climate change and health: Readiness for curricular integration.

To examine the perceived knowledge, attitudes and beliefs regarding climate change and health of academic faculty and students in programmes for health professionals and to identify barriers/facilitators to and resources required for curriculum integration. Cross-sectional survey eliciting quantitative and open-ended responses. A 22-question survey to assess climate-health knowledge/attitudes/beliefs was distributed to all students and faculty (n = 224) at one academic institution in the United States. Open-ended questions addressed barriers, facilitators and required resources. Descriptive statistics are reported, and thematic analysis was used to identify themes from open-ended responses. Response rate was 15%. Most respondents (76%) were between 20 and 34 years old. The majority were from nursing (39%), occupational therapy (13%) and communication speech disorders (12.5%). Most respondents perceived climate change as relevant to direct patient care (78%) and believed that it is impacting the health of individuals (86%) and should be integrated into curricula (89%). Yet, most (60%) reported modest to no knowledge about the health impacts. Faculty reported little to no comfort teaching climate change and health concepts (76%). Open-ended responses identified student/faculty receptivity and professional/clinical relevance as important facilitators of successful integration. Barriers included intensity of programmes; time and competing curricular priorities; and a lack of faculty expertise, resources, institutional and professional commitment. Most health professions students and faculty indicated that educating future health professionals about climate change and health is important, but existing barriers must be addressed. This study addressed student and faculty perceptions of integrating climate change and health into health professions curricula. Discipline-specific and interprofessional educational approaches are necessary to optimize future health professionals' efforts to prevent and mitigate climate change impacts for at-risk patients, communities and populations.

Priorities and Progress in Complex Care Education.

Pediatricians routinely care for children with medical complexity (CMC), yet complex care is not a standard part of their training. In “Core curricular priorities in the care of children with medical complexity: A North American modified Delphi study,” we reported on a consensus development process that identified essential topics to include in a formal complex care curriculum for pediatric residents.1 We described 11 curricular priorities related to multisystem clinical issues, as well as medical technology care, safety/emergency planning, care coordination, and advocacy.

Veterinary Curriculum Leaders: Motivators, Barriers, and Attributes.

Curriculum leaders (individuals with responsibility for an institution's veterinary curriculum) play a vital role in driving local curriculum priorities, development, and accreditation. This study aimed to describe the career paths of curriculum leaders, and identify what motivates them, the barriers they face, and the knowledge, skills, and attributes they perceive as essential for the role. Self-determination theory was used to identify tensions experienced within the role. An international online survey targeted at those identifying as curriculum leaders was completed by 45 participants. 91% of participants held a doctoral level qualification and/or clinical Boards; 82% had additional training in leadership; 38% had additional formal training in education. Motivators included a desire to make a difference, personal satisfaction with teaching and working with students, and social influences. Participants experienced barriers relating to self-development and achievement of their curriculum goals; participants described essential knowledge (of the profession, educational theory, and wider higher education context) and skills (leading teams, change management, and communication). Attributes considered important related both to self (open-minded, patient, resilient, able to see the big picture as well as detail) and relationships with others (approachable, listener, respectful and respected, supportive, credible). Tensions arose in participants' need for autonomy (experiencing barriers to achieving their goals), in their social relatedness (achieving curriculum goals while working with colleagues with conflicting priorities), and in perceptions of necessary competence (a need, but lack of opportunity, for advanced training in educational theory). The findings may help institutions more effectively support and train current and future curriculum leaders.

Medical student perceptions of autism education: A qualitative study.

The global prevalence of autism is reported to be at least 1% and is rising. Autistic people have a range of comorbidities resulting in a high use of health services. Doctors of nearly all specialties are likely to encounter autistic people in their practice. Autistic people report dissatisfactory care and encounter disproportionately worse health-related outcomes than non-autistic people, which in part has been attributed to a lack of skill and awareness in the medical workforce. At present, autism education is not always included in undergraduate medical curricula. In England, the Department of Health and Social Care has mandated that autism education should be included in all undergraduate medical curricula but current evidence relating to the delivery and receipt of autism education is poor. A greater understanding of medical student perceptions of autism education is required to inform curriculum development. This qualitative study sought to explore the perceptions of autism education in final year medical students at a medical school in South-East England by 1) assessing their perceived preparedness to care for autistic people once they have graduated from medical school and 2) determining their perceived acceptability of a new undergraduate education programme, Time for Autism (TfA). A purposeful sample of ten final-year medical students were recruited. Students completed in-depth, individual interviews. Data was analysed using thematic analysis. Four key themes were identified: Learning environment, Exposure, Relevance and Curricular priority. The findings of this study indicate that medical students perceived greatest value in autism education when it was directly relevant to developing preparedness for practice. Value was influenced by the perceived curricular priority attached to autism education. The new autism programme, Time for Autism was perceived to add relevance and priority to autism education in the existing curriculum in this medical school setting. The study findings shed new light on medical education literature, emphasising the importance of congruence between the provision of autism education and the prioritisation of autism education within the curriculum. Consideration of relevance and curricular priority can be used to support the development of autism education in future medical curricula.

Forward or Backward Design in Teaching English as a Foreign Language: A Pilot Study

Given an absence of research regarding how EFL teachers design and align their syllabi with the national curriculum, this qualitative pilot study aims to describe the process of developing and piloting a semi-structured interview to discover initial insights into how teachers plan their English teaching programs. To this end, five Ecuadorian EFL teachers from five public schools were interviewed, and the resulting data were subjected to thematic analysis. Besides, eleven Ph.D. students and a university professor provided expert judgment, and two Ecuadorian EFL teachers participated in the back-translation process of the interview guide. The results show that all participants apply the Forward Model Design (FDM) when planning their syllabi. However, it was found that the participants integrate essential features of the Backward Design Model (BDM), such as curricular priorities, assessment evidence, instructional scaffolding, result-oriented teaching, and lifelong learning. The pedagogical implication of this study suggests that the application of the BDM in planning the English syllabus should receive more emphasis to help teachers highlight specific learning goals based on authentic scenarios and align teaching and learning activities based on these particular learning goals.

ПЕРСПЕКТИВИ СУЧАСНОЇ ПРАКТИКИ МОРСЬКОЇ ОСВІТИ І ПІДГОТОВКИ В УМОВАХ ДИСТАНЦІЙНОГО НАВЧАННЯ

This paper considers the problem of maritime education and training of navigators in the context of modern distance learning conditions. The constant expansion of the world fleet in order to maintain productivity at a high level entails increased requirements for the qualifications and training of seafarers. In particular, for a correct assessment of the situation, the necessary condition is a combination of deep knowledge of the equipment operation and its practical significance, with proper bridge team management. According to statistics from open sources, the predominant cause of accidents sets on operators' actions or decisions. Thus, the technical skills and behavioural aspects of the navigation team have to be reviewed from an educational perspective. Concurrently, training efficiency can be increased by taking into account the limiting factors of the present day, which decrease the performance of classic methods of education. Curriculum priorities should be based on maritime accident data, and training methods should use modern technical means, expanding the boundaries of existing practices. On the other hand, in order to ensure complex preparation for navigational operations, it is useful to carry out training sessions with all parties involved. In addition, attention should be paid not only to the qualifications of merchant ships crews but also to the appropriate training of pilots and tug captains, since ignorance of the causes of loss of tug controllability and stability by any party may lead to an accident. Existing papers on classical and innovative tools and equipment used in MET (Maritime Education and Training) were analyzed, including the use of VR in the maritime education sector. A complex study of the problem includes a preliminary analysis of accidents, a review of modern methods used in MET, their limitations, and observations of educational practice at the National University “Odessa Maritime Academy”, including a questionnaire. The paper proposes possible prospects for the development and quality improvement of maritime education for navigators from the perspective of modern reality. Keywords: maritime education and training, maritime resource management, virtual reality, simulators, multi-vessel, distance learning, autonomous ships, human factor.

Training needs and curriculum of continuing medical education among general practitioners in Tibet, China: A cross-sectional survey.

BackgroundUneven distribution of health resources is higher in Tibet than in other regions. The development of core professional capability for general practitioners (GPs) is the main goal of continuing medical education (CME) training programs.AimThis study aimed to explore the needs of CME for GPs and provide advice for the development of policy, practice, and CME curriculums.MethodsWe conducted a cross-sectional online survey among GPs in Tibet Autonomous Region, China. We designed an online questionnaire including the demographic section, training contents, and training formats about CME.ResultsA total of 108 questionnaires were included in this study. Notably, 79 (73.15%) were women and 56 participants (51.85%) were working in primary care settings. We developed a curriculum priority: first-choice, major alternatives, and secondary considerations. The topics identified as first-choice for CME were related to “cardiovascular disease” (85.19%), “respiratory disease” (81.48%), and “digestive disease” (80.56%). Major alternatives included two essential knowledge and eight clinical skill items. We rated 10 items as secondary considerations. Only 39.81% ranked mental health as an essential priority; bedside teaching (51.85%) was the first choice.ConclusionWe presented priority areas identified in this study to focus on CME for GPs in Tibet. The 23 topics may reflect the features of general practice, which increasingly require common disease management skills, while a demand-oriented curriculum and staged training plans should be adopted. CME programs should be adapted dynamically to respond to evolving needs.

Nailing Jelly to the Wall: Teaching Technology in North American Graduate Archival Education Programs

ABSTRACTThis exploratory mixed‐methods case study relies on semistructured interviews with tenure‐track faculty members from North American graduate archival programs and a survey of North American graduate students and early career professionals to explore how archival education programs incorporate technology. We asked faculty members not only about the technologies they currently teach, but also their curriculum priorities, topical wish lists, and future challenges to and changes in archival education. We asked students and early career professionals whether they wished their graduate program had better prepared them technologically. Findings revealed that although both groups saw technology and digital curation as current and future areas of priority, students and early career professionals felt ill‐equipped to engage with technology in practice. We discuss the implications of these findings in light of the previous literature and adumbrate opportunities for future research.

Physical Education Teacher Educators’ Curricular Beliefs

ABSTRACT Given the potential influence on preservice teachers’ future teaching practices, it is important to understand physical education teacher education faculty’s beliefs and intention in selecting physical education (PE) curriculum. However, it remains unclear what physical education teacher education faculty’s beliefs about and intention toward two curricular priorities (i.e., health promotion and skill development) are. This study aimed to examine the physical education teacher education faculty’s beliefs about and intention toward two curricular priorities of PE and to identify potential factors influencing their attitudes toward curriculum priorities. 141 faculty in the United States participated. Online and offline surveys were utilized to collect the faculty’s beliefs, intentions, and demographic information. Descriptive statistics, ANOVA, MANOVA, and multiple regression analysis were used to analyze the data. The results revealed that faculty have more positive attitudes, receive more perceived social pressure, and have higher confidence toward a curriculum focusing on achieving skill development in PE rather than one focusing on health promotion, such as efforts to improve physical activity participation. Also, the results suggested that faculty have a higher intention to deliver a curriculum toward achieving skill development in PE over one delivering health promotion. The types of teaching resources might significantly influence faculty’s attitudes on the curriculum taught in PE. Providing faculty with professional development opportunities is essential to supporting the call for public schools to help youth meet physical activity recommendations.

Tensions and synergies in arts‐integrated data literacy instruction: Reflections on four classroom implementations

AbstractData‐art inquiry is an arts‐integrated approach to data literacy learning that reflects the multidisciplinary nature of data literacy not often taught in school contexts. By layering critical reflection over conventional data inquiry processes, and by supporting creative expression about data, data‐art inquiry can support students' informal inference‐making by revealing the role of context in shaping the meaning of data, and encouraging consideration of the personal and social relevance of data. Data‐art inquiry additionally creates alternative entry points into data literacy by building on learners' non‐STEM interests. Supported by technology, it can provide accessible tools for students to reflect on and communicate about data in ways that can impact broader audiences. However, data‐art inquiry instruction faces many barriers to classroom implementation, particularly given the tendency for schools to structure learning with disciplinary silos, and to unequally prioritize mathematics and the arts. To explore the potential of data‐art inquiry in classroom contexts, we partnered with arts and mathematics teachers to co‐design and implement data‐art inquiry units. We implemented the units in four school contexts that differed in terms of the student population served, their curriculum priorities, and their technology infrastructure. We reflect on participant interviews, written reflections, and classroom data, to identify synergies and tensions between data literacy, technology, and the arts. Our findings highlight how contexts of implementation shape the possibilities and limitations for data‐art inquiry learning. To take full advantage of the potential for data‐art inquiry, curriculum design should account for and build on the opportunities and constraints of classroom contexts. Practitioner notesWhat is already known about this topic Arts‐integrated instruction has underexplored potential for promoting students' data literacy, including their appreciation for the role of context and real‐world implications of data and for the personal and social relevance of data. Arts‐integrated instruction is difficult to implement in school contexts that are constrained by disciplinary silos. What this paper adds Descriptions of four data‐art inquiry units, which take an arts‐integrated approach to data literacy. Examples of the synergies and tensions observed between data literacy, technology, and the arts during classroom implementation in four different schools. Reflections on the role of school contexts in shaping disciplinary synergies and tensions. Implications for practice and/or policy Arts‐integration offers opportunities for data literacy learning. Consideration of the unique resources and constraints of classroom contexts is critical for fulfilling the promises of data‐art inquiry learning. There is a need to develop school support specific to arts‐integrated data literacy instruction.

Neoliberal influences on the implementation of intercultural curriculum initiatives: teacher interactions with the Australian Curriculum

ABSTRACT Curriculum initiatives with intercultural educative aims are not uncommon in many schools around the world. This paper argues that these initiatives and their classroom implementation by teachers is strongly impacted and influenced by the prevailing neoliberal context of schooling. The findings of a project working with teachers on implementing the Intercultural Understanding General Capability and the Aboriginal and Torres Strait Islander Histories and Cultures Cross Curriculum Priority of the Australian Curriculum are used to demonstrate the specific ways in which neoliberalism has shaped and defined teachers’ work. The neoliberal elements of consumption, individual responsibility, individuals being set adrift from values, surveillance and the illusion of autonomy are used to highlight teachers’ approaches to understanding and implementing the curriculum elements in their science classrooms. Teachers in the study saw the potential for enacting social justice in terms of intercultural education in their classrooms but were often hampered in their efforts by prevailing neoliberal discourses influencing their own assumptions and actions, as well as those of the schools they worked in. It is only through interrogation of how neoliberalism impacts on intercultural educative aims that openings for counter-hegemonic activities can be identified.