Peter Brett

The insidious way the new curriculum undermines democracy

ACARA, civics and citizenship education, Curriculum review, , , ,

The public’s mind is focused upon politics in the final week of a bruising election campaign. The language of politics is drilled into for nuance and gaffes. But there are some keywords and concepts that are not mentioned in the main body of the Civics and Citizenship curriculum issued by ACARA this week and signed off by Federal and State education ministers. 

This formal document conveys the official view of how young people are to be prepared by schools and teachers for participation as Australian citizens and the following words are all missing:  social justice, human rights, care, empathy, truth, political literacy, discrimination, racism, mutual understanding, social change, climate change and advocacy. 

The words ‘compassion’ and ‘civility’ are in the current curriculum but are now excised.  

Year 9 students will no longer explore ‘How citizens’ political choices are shaped at election time, including the influence of the media (ACHCK076)’. 

This will surely limit young people’s understanding of democratic debate? When reviewing a curriculum we  need to look not only for sins of omission but also for sins of commission. But here there are plenty of examples of sins of commission too.

Citizenship education globally has been criticised for being more likely to focus unhealthily upon national contexts, but Australia as a nation has a proud history of demonstrating outward-looking and generous global involvement. Now, the Civics and Citizenship curriculum rationale states that ‘the curriculum strongly focuses on the Australian context’. It follows through on this statement by effectively omitting global education from primary schools. The Year 6 statement that students explore “The obligations citizens may consider they have beyond their own national borders as active and informed global citizens (ACHASSK148)”, which was also an important element of that age group’s achievement standard, is excised. Also removed from the Year 6 curriculum is the invitation to find out more about ‘The world’s cultural diversity, including that of its indigenous peoples (ACHASSK140)’. 

Also missing? The Year 9 content descriptor ‘How ideas about and experiences of Australian identity are influenced by global connectedness and mobility (ACHCK081)’. True citizenship education can contribute to building bridges between different groups of people around the world and create educational spaces to develop young people’s capacity to contribute to positive global social change . 

The revisions to the Australian Curriculum signal that this is no longer a priority.

The new curriculum valorises knowledge over skills, values and dispositions. For example, the curriculum rationale states that ‘a deep understanding of Australia’s federal system of government and the liberal democratic values that underpin it is essential’; ‘Emphasis is placed on the federal system of government, derived from the Westminster and Washington systems’. The curriculum aims to foster ‘responsible participation in Australia’s democracy’. The curriculum language leans towards viewing young people as passive recipients of knowledge more than active learners. In a self-congratulatory spirit, students are to imbibe how ‘the system safeguards democracy’ and ‘how laws and the legal system protect people’s rights’. Student responsibilities are referenced three times in the curriculum rationale.  Ten year olds are potentially stuffed with knowledge that they will not be putting into practice for another eight years including within elaborations which reference the secret ballot, compulsory voting, preferential voting and the role of the Australian Electoral Commission as key features of Australia’s democracy.

 Some fundamental skills and concepts fall by the wayside. 

  • From year 3: 

‘The importance of making decisions democratically (ACHASSK070)’.  Why? – seven and eight year olds can start to understand why fairness matters. 

  • From year 4:  the descriptor ‘Interact with others with respect to share points of view (ACHASSI059) – a fundamental attribute to value and nurture in nine year olds in developing their empathy and broader emotional literacy
  • From years Year 9 and 10:  Students are no longer required to ‘Recognise and consider multiple perspectives and ambiguities and use strategies to negotiate and resolve contentious issues (ACHCS086) (ACHCS099)’ or to ‘Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS089) (ACHCS102)’.
  • The curriculum language supporting active citizenship – already cautious (Hoepper, 2014) – is further diluted. 
  • Year 6 students will no longer  “Work in groups to generate responses to issues and challenges (ACHASS130)”. 
  • The requirement that both Year 7 and Year 8 students ‘Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS058) (ACHCS072)’ is removed. 
  • The Year 8 statement that students appreciate ‘How citizens can participate in Australia’s democracy, including use of the electoral system, contact with their elected representatives, use of lobby groups, and direct action (ACHCK062)’ has become vaguer and more passive ‘how Australians are informed about and participate in democracy (AC9HC8K01)’. 
  • A curriculum aim for the early years of secondary education that currently enjoins students to explore “The freedoms that enable active participation in Australia’s democracy within the bounds of law, including freedom of speech, association, assembly, religion and movement (ACHCK061) is altered to the more anodyne ‘the characteristics of Australia’s democracy, including freedom of speech, association, assembly, religion and movement (AC9HC7K02). 

The political influence in this area is stark. 

Scott Morrison observed in parliament of students attending Strike4ClimateChange rallies in Australia that, ‘We do not support our schools being turned into parliaments…..What we want is more learning in schools and less activism in schools’ (AAP, 2018). 

And  acting federal Education Minister Stuart Robert insisted on the omission of a brief reference in an optional curriculum elaboration to the youth environmentalist Greta Thunberg (Baker & Carey, 2022). 

The progressive notion of educating young people for active and informed citizenship is qualified – rather schools and teachers are ‘building their capacity to be active and informed citizens’. The message to young people is clear – you are citizens in waiting not citizens yet. We expect you to be compliant and to keep your opinions to yourself,

It may be possible for committed and confident teachers to re-form policy through active interpretation as opposed to narrowly conforming to the letter of curriculum content descriptors (Jerome, 2018; Sim, 2008). The rationale for the Year 7-10 Civics and Citizenship curriculum still includes the claim that through:

 ‘The study of Civics and Citizenship, students develop inquiry skills, values and dispositions that enable them to be active and informed citizens who question, understand and contribute to the world they live in. The curriculum offers opportunities for students to develop a wide range of skills by investigating contemporary civics and citizenship issues and fostering civic participation and engagement.’

Unfortunately, revised content descriptors (which will be what most teachers look to first in their curriculum design) do not generally align with this vision. Values, skills and dispositions tend to go missing. Moreover, previously highlighted links (via the use of icons) to General Capabilities such as ‘Personal and Social competence’, ‘Intercultural understanding’ and ‘Ethical understanding’ also no longer exist. 

ACARA’s interpretation of what was represented as a decluttering administrative exercise might be seen as another person’s neutering and application of an ideological lens. It just became a whole lot harder for teachers to nurture a fuller achievement of democratic citizenship and human rights nationally and globally and more difficult not to promote a conservative political interpretation of civics and citizenship education in what is already a ‘Cinderella’ learning area lacking presence and status in many schools.

Peter Brett is an experienced History and Civics and Citizenship teacher educator and was involved in a variety of ways with the launch of citizenship education in England from 2002. He is a recent President of the Social and Citizenship Education Association of Australia [SCEAA] and a co-editor of Teaching Humanities and Social Sciences (Cengage, 2020). He is a senior lecturer in Humanities and Social Sciences education in the Faculty of Education at the University of Tasmania.

Image of Greta Thunberg in header: CC-BY-4.0: © European Union 2020 – Source: EP

Alan Tudge’s understanding of our history deserves a fail

ACARA, Alan Tudge, Curriculum review, teaching history, , , , , ,

The Federal Minister for Education Alan Tudge says the draft History and Civics and Citizenship curriculum is not up to scratch. According to a letter seen by The Australian newspaper, Minister Tudge has suggested that the draft curriculum ‘diminishes Australia’s western, liberal and democratic values’. According  to Tudge, the curriculum provides a negative view about western civilisation placing emphasis on ‘slavery, imperialism and colonisation’.

He’s not happy with any of Australian Curriculum, Assessment and Reporting Authority’s (ACARA) draft curriculum but history came in for a belting.

Tudge also suggested that there has been an effort to remove or reframe historical events, emphasising ‘invasion theory’ over Australia Day. In addition, he is also concerned that Anzac Day is presented as ‘a contested idea, rather than the most sacred of all days’.

His comments are of particular concern to the Social and Citizenship Education Association of Australia (SCEAA).

SCEAA represents a diverse and experienced group of teachers, researchers and teacher educators from across Australia. The Australian Curriculum, and how it might best be taught is central to our work and advocacy. In this respect, we have provided detailed submissions regarding the  Australian Curriculum.. We are critical friends and do not hesitate to offer suggestions for improvements where we feel they are warranted. It is in this role,, and with a great deal of respect, that we respond to the Minister’s comments. In the case of History and Civics and Citizenship, we would argue that the Minister has mis-characterised aspects of the proposed History and Civics and Citizenship curricula. 

If we are to consider the Minister’s comments regarding Anzac Day, as one example, the evidence does not support his claims that it has been removed or reframed. For example, in Year 3, students are taught ‘How significant commemorations [such as Anzac Day] contribute to [Australian] identity and the content descriptor explicitly references ‘the importance’ of Anzac Day. 

This does not sound as if Anzac Day is being marginalised in the curriculum.

 There is an elaboration that allows teachers to explore the idea ‘that people have different points of view on some commemorations’. Whilst this is optional, its inclusion is consistent with the principles of critical thinking and engaging with multiple perspectives that are foundations of democratic societies. It does not demand the study of Anzac Day as a contested idea. In Year 9, students explore ‘The commemoration of World War I’. Part of this includes ‘different historical interpretations and contested debates about the nature and significance of the Anzac legend and the war’. The documents that comprise the curriculum are carefully articulated to be as close to neutral as possible; they don’t advance an ideological argument against Anzac Day.

Regarding the Minister’s concerns about ‘slavery, imperialism and colonisation within the curriculum, it is important to reiterate that within History and Civics and Citizenship there is a great deal of emphasis placed on critical thinking, and considering different points of view and perspectives. In History, especially, students must engage with concepts like ‘Continuity and change’, ‘Perspectives’ and ‘Contestability’. They must do so by applying historical inquiry and skills, which includes the analysis and use of sources, and the examination of perspective and interpretations. Again, these arguments about meaning and value are central to what it means to be an active and informed citizen and member of the community, and a student of History.    

Perhaps there is some confusion about what history is, and how it is meant to be taught? In the comments above, it appears that the Minister is suggesting that young people undertake no critical thinking about the centrality of Anzac Day (or anything else) in our culture, but solely experience it as an annual patriotic rite. This positions the study of history as something that is only celebratory and patriotic. While History can promote  feelings, it should also encourage reflection, thought and reasoned debate – such as, in this case, about the continued importance of Anzac commemoration in Australia today. This understanding better reflects the experiences of our members, who after all, are those entrusted to make the curriculum a reality and who lead ANZAC day celebrations in schools. There is highly respectful dialogue and interaction between schools, RSLs and others around Anzac Day, with many opportunities for educational conversations. Furthermore, the effective study of History is one that presents multiple sides which are supported by evidence, and invites critical analysis of those multiple views on the balance of evidence, in a way that neutralises biases as much as possible rather than amplifying bias one way or another. 

As Australian educational settings are super-diverse we need to embrace a curriculum that is not monocultural and embraces and critically explores and presents our history so that all learners can relate to it and be valued. History, at its most effective form of contribution to society, is a doorway into our past in ways that help us to make sense of our present and then enable us to make better informed decisions for our future. It is not about advocating any one view, itself. The  Australian Curriculum reflects this best practice approach.

This misunderstanding also applies to the Minister’s comments regarding Australia’s western democratic values. Again, an examination of the Australian Curriculum documents might correct this. Students in Year 3 through to Year 8  learn about government, politics and democracy in Australia. For example, in Year 3, ‘students explain how citizens contribute in their community’, the role of rules and the importance of making decisions democratically’. In Year 5 students explore ‘What is democracy in Australia, how does our democracy work, and why is voting in a democracy important’. A content descriptor outlines ‘the key values, and features of Australia’s democracy, including the election process and the responsibilities of electors’. In Year 6 ‘Students study the key institutions of Australia’s democratic government. They learn how State, Territory and Federal laws are made in a parliamentary system and the role of law and law enforcement’. There is an entire sub-strand in the Year 7 and 8 called ‘Government and Democracy’ which focuses on the key features of Australian democracy and government, and also the role of political parties and independent representatives. Students are also called upon to evaluate political and legal institutions (including in positive ways!) as they ‘Explain how democratic, political and legal systems uphold and enact values and processes, and how Australian citizens use these to contribute to their local, State/Territory or national community’.

Again, there is no evidence that this represents any particular ideology. It is hard to see how the curriculum exemplifies a ‘left-wing’ bias as represented in the media coverage. Instead, what it does do is strive to meet the twin goals of ‘active and informed’ citizens and membership of the community that are present in the Alice Springs (Mparntwe) Declaration; nationally agreed goals for schooling agreed to by all state and territory Ministers of Education.. Students have the opportunity to recognise what is good about our current institutions and their past, but, perhaps more importantly, how they might strive to improve and participate as informed citizens in the democratic life of all Australians. This constant evaluation of systems and processes is essential to a healthy democratic system.

Whenever a new draft of a curriculum is opened for consultation, stakeholders from all backgrounds are invited to respond and raise their concerns and questions. Such action is to be encouraged, since contributions from diverse stakeholders,  (including teachers and their representatives) strengthen education in Australia as a whole. However, these contributions must be weighed against the content of the curriculum and the practice of teachers in their classrooms.  

Australians need informed, engaged citizens to contribute to a healthy and responsible democracy. We are committed to educating young people with these kinds of qualities through our teaching in both schools and teacher education institutions.

From left to right: Keith Heggart is an early career researcher with a focus on learning and instructional design, educational technology and civics and citizenship education. He is currently exploring the way that online learning platforms can assist in the formation of active citizenship amongst Australian youth. Keith is a former high school teacher, having worked as a school leader in Australia and overseas, in government and non-government sectors. In addition, he has worked as an Organiser for the Independent Education Union of Australia, and as an independent Learning Designer for a range of organisations. Peter Brett is an experienced History and Civics and Citizenship teacher educator and was involved in a variety of ways with the launch of citizenship education in England from 2002. He is a recent President of the Social and Citizenship Education Association of Australia [SCEAA] and a co-editor of Teaching Humanities and Social Sciences (Cengage, 2020). Sophie Fenton is an award winning founder, learning designer and researcher in education. She has taught History, Global Politics and Civics, as well as developing curriculum with VCAA and SEV. Today, she specialises in school design, curriculum adaptation and pedagogy innovation with a focus on human-centred design for the emerging cyber-physical world.