Abstract:
In literature the unicorn is often used as a symbol of fantasy or rarity, and we use it here somewhat ironically to signify the labours of many scholars during preceding decades to transform the curricular landscape in respect of access and social justice. The project upon which our presentation draws has been inspired by the work of, but not limited to, the likes of Raewyn Connell (1993), Nancy Fraser (2009), Michael Young (2008, 2014) and Norma Gonzalez (2005). Each of these researchers reminds us of the complexity of delineating and enacting ‘curriculum’ in schooling contexts by asking questions in relation to social justice, re-distribution, representation, recognition, ‘powerful’ knowledge and ‘funds’ of knowledge. This presentation explores the efforts of teachers from three Australian high schools to respond to such literature by creating learning experiences that counteract educational disadvantage and disengagement. In particular, we highlight the enablers and barriers to their goal of turning myth into reality and finding the unicorn of a rich and meaningful curriculum for all students.