The Australian National Curriculum: The 2012 Reformation

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Danielle de Sousa Santos
Danielle de Sousa Santos
2
Dirce Djanira Pacheco e Zan
Dirce Djanira Pacheco e Zan

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GJHSS Volume 23 Issue G2

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The study presented here is part of the results of postdoctoral research that aimed to investigate the approved curriculum reform in 2012 and implemented in Australia since then. In addition to seeking to know the organization and functioning of the Australian education system, this article intends, specifically, to explain the process of building the country’s national curriculum and identify the dynamics and foundations of the current reform. The methodology used for this research was based on a qualitative, descriptive and analytical approach, based on bibliographic and documentary analysis. From this analysis, it can be concluded, among other things, that the Australian curriculum reform is the result of a long process of debates and ideological political disputes that lasted two decades. In spite of the arguments regarding social equity and justice, the principles and foundations that support this reform are strongly marked by neoliberal ideas. Regarding the consequences of this process, in this text, the obstacles to the implementation of the current national curriculum stand out.

Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

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Not applicable for this article.

Danielle de Sousa Santos. 2026. \u201cThe Australian National Curriculum: The 2012 Reformation\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 23 (GJHSS Volume 23 Issue G2): .

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Research Curriculum Education in Australia.
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GJHSS Volume 23 Issue G2
Pg. 57- 70
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Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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GJHSS-G Classification: DDC Code: 320.54 LCC Code: JC311
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March 28, 2023

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English

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The study presented here is part of the results of postdoctoral research that aimed to investigate the approved curriculum reform in 2012 and implemented in Australia since then. In addition to seeking to know the organization and functioning of the Australian education system, this article intends, specifically, to explain the process of building the country’s national curriculum and identify the dynamics and foundations of the current reform. The methodology used for this research was based on a qualitative, descriptive and analytical approach, based on bibliographic and documentary analysis. From this analysis, it can be concluded, among other things, that the Australian curriculum reform is the result of a long process of debates and ideological political disputes that lasted two decades. In spite of the arguments regarding social equity and justice, the principles and foundations that support this reform are strongly marked by neoliberal ideas. Regarding the consequences of this process, in this text, the obstacles to the implementation of the current national curriculum stand out.

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The Australian National Curriculum: The 2012 Reformation

Danielle de Sousa Santos
Danielle de Sousa Santos
Dirce Djanira Pacheco e Zan
Dirce Djanira Pacheco e Zan

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