An analysis of 'C21 curriculum policy' within Australian contexts

Zahira P A Abdulla Kunhi

doi:10.26182/5cde3eace5c98

An analysis of 'C21 curriculum policy' within Australian contexts

Zahira P A Abdulla Kunhi

Graduate School of Education

Research output: Thesis › Doctoral Thesis

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Abstract

The aim of this thesis was to analyse the production and enactment of 'C21 curriculum' policy across a range of contexts in Australia. It investigates how a 'C21 curriculum policy' was conceived at the national level and enacted at the State level (WA) as well as within selected local private schools. A modified 'policy trajectory' framework was used to generate research questions for this qualitative study, based on the four main contexts of policy processes: influences, policy text production, enactment and outcomes. Research findings reveal tensions among policy actors and processes, which serve as 'policy
learning' for the 21st century.

Original language	English
Qualification	Doctor of Philosophy
Awarding Institution	The University of Western Australia
Supervisors/Advisors	Vidovich, Lesley, Supervisor O'Donoghue, Thomas, Supervisor
Thesis sponsors	Australian Government Research Training Program
Award date	20 Mar 2019
DOIs	https://doi.org/10.26182/5cde3eace5c98
Publication status	Unpublished - 2019

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10.26182/5cde3eace5c98

THESIS - DOCTOR OF EDUCATION - P A ABDULLA KUNHI Zahira - 2019
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Cite this

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title = "An analysis of 'C21 curriculum policy' within Australian contexts",

abstract = "The aim of this thesis was to analyse the production and enactment of 'C21 curriculum' policy across a range of contexts in Australia. It investigates how a 'C21 curriculum policy' was conceived at the national level and enacted at the State level (WA) as well as within selected local private schools. A modified 'policy trajectory' framework was used to generate research questions for this qualitative study, based on the four main contexts of policy processes: influences, policy text production, enactment and outcomes. Research findings reveal tensions among policy actors and processes, which serve as 'policy learning' for the 21st century. ",

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AB - The aim of this thesis was to analyse the production and enactment of 'C21 curriculum' policy across a range of contexts in Australia. It investigates how a 'C21 curriculum policy' was conceived at the national level and enacted at the State level (WA) as well as within selected local private schools. A modified 'policy trajectory' framework was used to generate research questions for this qualitative study, based on the four main contexts of policy processes: influences, policy text production, enactment and outcomes. Research findings reveal tensions among policy actors and processes, which serve as 'policy learning' for the 21st century.

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KW - Policy Trajectory

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KW - Equity and Social Justice

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An analysis of 'C21 curriculum policy' within Australian contexts

Abstract

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