Critical thinking and learner diversity in the Australian Curriculum: implications and epistemological tensions

Mohammad Akshir Ab Kadir

Research output: Contribution to journalArticleResearchpeer-review

Abstract

The new Australian Curriculum (AC) aims to prepare school leavers for the twenty-first century and the development of critical and creative thinking in school leavers is seen as a key dimension in preparing “students to live and work in the twenty-first century” and “fundamental to effective learning”. More broadly, the AC is also envisioned as a curriculum that is inclusive and one which embraces learner diversity, especially in the context of increasing student diversity. However, an examination of the understandings of critical thinking in the AC suggests that they are underpinned by Western traditions and epistemologies. While such Western notions of critical thinking are common and prevalent in numerous global educational reforms, what would require further examination is how such Western understandings of critical thinking and their undergirding epistemologies might engender tensions in the Australian context of learners of increasing diverse epistemologies and cultures which evidently includes the non-Western. This paper explores these implications and tensions.

Original languageEnglish
Pages (from-to)225-237
Number of pages13
JournalInternational Journal of Pedagogies and Learning
Volume11
Issue number3
DOIs
Publication statusPublished - 2016

Keywords

  • Australian Curriculum
  • critical and creative thinking
  • learner epistemology
  • student diversity

Cite this

@article{cab21656b1974754914b42982a18c419,
title = "Critical thinking and learner diversity in the Australian Curriculum: implications and epistemological tensions",
abstract = "The new Australian Curriculum (AC) aims to prepare school leavers for the twenty-first century and the development of critical and creative thinking in school leavers is seen as a key dimension in preparing “students to live and work in the twenty-first century” and “fundamental to effective learning”. More broadly, the AC is also envisioned as a curriculum that is inclusive and one which embraces learner diversity, especially in the context of increasing student diversity. However, an examination of the understandings of critical thinking in the AC suggests that they are underpinned by Western traditions and epistemologies. While such Western notions of critical thinking are common and prevalent in numerous global educational reforms, what would require further examination is how such Western understandings of critical thinking and their undergirding epistemologies might engender tensions in the Australian context of learners of increasing diverse epistemologies and cultures which evidently includes the non-Western. This paper explores these implications and tensions.",
keywords = "Australian Curriculum, critical and creative thinking, learner epistemology, student diversity",
author = "{Ab Kadir}, {Mohammad Akshir}",
year = "2016",
doi = "10.1080/22040552.2016.1272530",
language = "English",
volume = "11",
pages = "225--237",
journal = "International Journal of Pedagogies and Learning",
issn = "1833-4105",
publisher = "e-Content Management",
number = "3",

}

Critical thinking and learner diversity in the Australian Curriculum : implications and epistemological tensions. / Ab Kadir, Mohammad Akshir.

In: International Journal of Pedagogies and Learning, Vol. 11, No. 3, 2016, p. 225-237.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Critical thinking and learner diversity in the Australian Curriculum

T2 - implications and epistemological tensions

AU - Ab Kadir, Mohammad Akshir

PY - 2016

Y1 - 2016

N2 - The new Australian Curriculum (AC) aims to prepare school leavers for the twenty-first century and the development of critical and creative thinking in school leavers is seen as a key dimension in preparing “students to live and work in the twenty-first century” and “fundamental to effective learning”. More broadly, the AC is also envisioned as a curriculum that is inclusive and one which embraces learner diversity, especially in the context of increasing student diversity. However, an examination of the understandings of critical thinking in the AC suggests that they are underpinned by Western traditions and epistemologies. While such Western notions of critical thinking are common and prevalent in numerous global educational reforms, what would require further examination is how such Western understandings of critical thinking and their undergirding epistemologies might engender tensions in the Australian context of learners of increasing diverse epistemologies and cultures which evidently includes the non-Western. This paper explores these implications and tensions.

AB - The new Australian Curriculum (AC) aims to prepare school leavers for the twenty-first century and the development of critical and creative thinking in school leavers is seen as a key dimension in preparing “students to live and work in the twenty-first century” and “fundamental to effective learning”. More broadly, the AC is also envisioned as a curriculum that is inclusive and one which embraces learner diversity, especially in the context of increasing student diversity. However, an examination of the understandings of critical thinking in the AC suggests that they are underpinned by Western traditions and epistemologies. While such Western notions of critical thinking are common and prevalent in numerous global educational reforms, what would require further examination is how such Western understandings of critical thinking and their undergirding epistemologies might engender tensions in the Australian context of learners of increasing diverse epistemologies and cultures which evidently includes the non-Western. This paper explores these implications and tensions.

KW - Australian Curriculum

KW - critical and creative thinking

KW - learner epistemology

KW - student diversity

UR - http://www.scopus.com/inward/record.url?scp=85012964482&partnerID=8YFLogxK

U2 - 10.1080/22040552.2016.1272530

DO - 10.1080/22040552.2016.1272530

M3 - Article

VL - 11

SP - 225

EP - 237

JO - International Journal of Pedagogies and Learning

JF - International Journal of Pedagogies and Learning

SN - 1833-4105

IS - 3

ER -