An analysis of 'C21 curriculum policy' within Australian contexts

Zahira P A Abdulla Kunhi

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 languageEnglish
QualificationDoctor of Philosophy
Awarding Institution
  • The University of Western Australia
Thesis sponsors
Award date20 Mar 2019
DOIs
Publication statusUnpublished - 2019

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P A Abdulla Kunhi, Zahira. / An analysis of 'C21 curriculum policy' within Australian contexts. 2019.
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title = "An analysis of 'C21 curriculum policy' within Australian contexts",
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P A Abdulla Kunhi, Z 2019, 'An analysis of 'C21 curriculum policy' within Australian contexts', Doctor of Philosophy, The University of Western Australia. https://doi.org/10.26182/5cde3eace5c98

An analysis of 'C21 curriculum policy' within Australian contexts. / P A Abdulla Kunhi, Zahira.

2019.

Research output: Thesis › Doctoral Thesis

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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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P A Abdulla Kunhi Z. An analysis of 'C21 curriculum policy' within Australian contexts. 2019. https://doi.org/10.26182/5cde3eace5c98

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  • THESIS - DOCTOR OF EDUCATION - P A ABDULLA KUNHI Zahira - 2019

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