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.
learning' for the 21st century.
Original language | English |
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Qualification | Doctor of Philosophy |
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Award date | 20 Mar 2019 |
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Publication status | Unpublished - 2019 |