An Analysis of Curriculum Policy for Upper Secondary School History in Western Australia from 1983 to 200
AN ANALYSIS OF CURRICULUM POLICY FOR UPPER SECONDARY SCHOOL HISTORY IN WESTERN AUSTRALIA FROM 1983 TO 2000.
William J.R. ALLEN
This thesis is presented in partial fulfilment for the degree of Doctor of Education at The University of Western Australia 2004
DECLARATION
This thesis is my own work, and no part of it has been submitted for a degree at this, or at any other, university.
William J. R. Allen
ii
ABSTRACT
The aim of the study in this thesis was to conduct a longitudinal analysis of curriculum policy for upper secondary school History in Western Australia (WA) from 1983 to 2000. During this period three significant changes were made to the History curriculum for students in Years 11 and 12, in 1982-3, from 1985 to 1990 and in 1996-97. These changes evolved from a number of influences. Also, they impacted on, and were reflected in, relevant History curriculum documents, and had a considerable impact on the teaching and learning of the subject. For the purpose of the research, policy was conceptualised as a trajectory, with each phase having three principal contexts: the context of influence, the context of policy text production, and the context of practice (Ball, 1993, 1994a; Ball & Bowe, 1992; Bowe, Ball & Gold, 1992). Analysis of the context of influence focuses on the antecedents and pressures leading to the gestation of policy. These include: the various social, economic, political and educational factors driving the policy; the influences of pressure groups and broader social movements; and the historical background to the policy, including previous developments and initiatives. The context of policy text production is concerned with the generation of the policy texts and includes an analysis of the policy documents themselves. Analysis of the context of practice involves investigating the interpretation and enactment of the policy by those responsible for carrying it out, and by those for whom it is intended. Qualitative
William J.R. ALLEN
This thesis is presented in partial fulfilment for the degree of Doctor of Education at The University of Western Australia 2004
DECLARATION
This thesis is my own work, and no part of it has been submitted for a degree at this, or at any other, university.
William J. R. Allen
ii
ABSTRACT
The aim of the study in this thesis was to conduct a longitudinal analysis of curriculum policy for upper secondary school History in Western Australia (WA) from 1983 to 2000. During this period three significant changes were made to the History curriculum for students in Years 11 and 12, in 1982-3, from 1985 to 1990 and in 1996-97. These changes evolved from a number of influences. Also, they impacted on, and were reflected in, relevant History curriculum documents, and had a considerable impact on the teaching and learning of the subject. For the purpose of the research, policy was conceptualised as a trajectory, with each phase having three principal contexts: the context of influence, the context of policy text production, and the context of practice (Ball, 1993, 1994a; Ball & Bowe, 1992; Bowe, Ball & Gold, 1992). Analysis of the context of influence focuses on the antecedents and pressures leading to the gestation of policy. These include: the various social, economic, political and educational factors driving the policy; the influences of pressure groups and broader social movements; and the historical background to the policy, including previous developments and initiatives. The context of policy text production is concerned with the generation of the policy texts and includes an analysis of the policy documents themselves. Analysis of the context of practice involves investigating the interpretation and enactment of the policy by those responsible for carrying it out, and by those for whom it is intended. Qualitative