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Conference Chair: Emeritus Professor Bill Green

Contact: Rachel Flenley |

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If you are coming from overseas, you might also be interested in attending the annual conference of the Australian Association for Research in Education, 2-6 December 2018.
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Featured Panels

As well as the Keynotes, there will be three plenary Featured Panels, one on each day.

Each Panel will have five panellists, with a Chair, addressing the topic at

issue. These are, respectively:


- National Curriculum: International Perspectives

- Teachers’ Work/Lives and Curriculum Making

- Indigenous & Decolonising Challenges in/to Curriculum Theory


These are elaborated below. The topics themselves reflect the thematic interests of the

Conference overall, and hopefully link up organically if not always straightforwardly

with both the Keynotes and the nominated sub-themes.


The invited panellists are drawn from a wide range of participating countries,

as indicated below. We anticipate rich & stimulating debate.

Panel 1: “National Curriculum: International Perspectives”

National curriculum has arguably been a feature of curriculum and schooling in many countries for quite some time now, linked to matters of national identity and security, and also national culture and language. This has meant, in some instance, what might be called a de facto or default national curriculum. Recently however there would seem worldwide to be a stronger push to developing a formal national curriculum, as in Australia, with the establishment in 2011 of The Australian Curriculum (ACARA 2017).  Albeit a relatively recent phenomenon, “over time many countries have adopted more or less elaborate national curricula” (Biesta & Priestley, 2013, p. 230), with various degrees of flexibility and framing. How is this pattern of global curriculum reform to be understood and evaluated? It is both appropriate and timely, then, to think again about the project of national curriculum, now from an explicitly international (‘transnational) perspective. 



  • Professor John Morgan (University of Auckland, New Zealand)

·        Professor Elizabeth Macedo (Universidade do Estado do Rio de Janeiro, Brazil)

  • Associate-Professor Kirsten Sivesind (University of Oslo, Norway)

  • Professor Yuzhen Xu (Capital Normal University, China)

  • Emeritus Professor Alan Reid (University of South Australia, Australia)

Panel 2: “Teachers’ Work/Lives an
Curriculum Making”

What part do teachers play in curriculum making? – in curriculum formation and formulation? How are teachers implicated in curriculum theory and practice? How best to understand the role and significance of teachers in the curriculum field – as individuals and agents, as curriculum workers, as practitioner-scholars, etc? Given that teachers themselves are perhaps most appropriately considered in context and in action, this means among other things taking into account teachers’ lives, on the one hand, and on the other, teachers’ work. Hence the panel is addressed to an expanded view of teachers as curriculum makers, thereby seeking to highlight the role and significance of teachers in curriculum making more generally.



  • Professor Janet Miller (Teachers College, Columbia University, USA)

  • Dr Stavroula Philippou (University of Cyprus, Cyprus)

  • Emeritus Professor Noel Gough (La Trobe University, Australia)

  • Associate-Professor Nicole Mockler (University of Sydney, Australia)

  • Dr Daniel Johnson-Mardones (Universidad de Chile, Chile)

Panel 3: “Indigenous & Decolonising Challenges in/to Curriculum Theory”

One of the most challenging aspects of the so-called knowledge debate as it is now raging in curriculum inquiry, worldwide, is the question of Indigenous and decolonising epistemologies. Another way of coming at this is to recognise that the modern(ist) curriculum is obdurately and overwhelmingly partial and perspectival, despite its claims for universal reach. It has been commonly critiqued as westernised, orientalised, imperial and euro-metropolitan, and thus as representing the knowledges, histories, and cultures of some populations rather than others. Decolonising and situating the curriculum is therefore an imperative. This panel considers the questions opened up by such an imperative. What knowledge(s) are of most worth? Why and how? What is silenced or lauded, muted or privileged, in the school curriculum? How helpful are approaches that reiterate familiar binaries between north/south; east/west – which binaries and entanglements matter? In particular, this panel will explore some of the challenges that Indigenous perspectives offer tocurriculum theory, as well as providing insight into emerging Indigenous perspectives incurriculum theory.



  • Professor Tracey Bunda (University of Southern Queensland, Australia) 

  • Dr Katherine Gilbey (University of Southern Queensland, Australia)

  • Dr Kevin Lowe (Macquarie University, Australia)

  • Dr Licho Lopez (University of Melbourne, Australia /Columbia)

  • Associate-Professor Georgina Stewart (Auckland University of Technology, NZ)