Equity and Excellence in the Curriculum. Rob Gilbert Emeritus Professor, School of Education, The University of Queensland. Curriculum.
School of Education,
The University of Queensland
...is a socio-historical construction which is expressed through general systems of knowledge characterization and hierarchy; these systems are in turn translated and transformed into legislative and administrative regulations, academic achievement standards, textbooks and teaching aids, and the practice of teaching and learning in classrooms and schools (Moreno 2006)
An equal society protects and promotes equal real freedom and substantive opportunity to live in the ways people value and would choose, so that everyone can flourish. An equal society recognises people’s different needs, situations and goals, and removes the barriers that limit what people can do and can be. UK Equalities Review, 2007
In these days it is doubtful that any child may reasonably be expected to succeed in life if he has been denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to al on equal terms.
Brown v Board of Education, 1954
Flude (1974): redistribution, deficit, integrationist, phenomenological approaches
Fraser (1997, 2009): redistribution, recognition, representation
Sen (1992): capabilities to function
Principles for democratic schooling
In a decade’s time, Australia should aim at realising productivity growth rates that not only keep pace with, but exceed, those of our principal competitors in the OECD. This means implementing a national program of action on productivity growth.
… Of course, the Government’s productivity agenda starts with an education revolution.
‘New Agenda For Prosperity’ Conference,
Melbourne University, 27th March 2008
Commutative (just exchange): fair prices and contractual arrangements and dealings
Productive (fairness of participation in the economic system):
Distributive (allocating benefits among members of the system):
Baxter, G. and Glaser, R. (1998) Investigating the cognitive complexity of science assessments, Educational Measurement: Issues and practice, 17, 3, 37-45.
Education as induction into knowledge is successful to the extent that it makes the behavioural outcomes of the students unpredictable....
In any area of knowledge or art the most important product in terms of student performance is the essay – in the broadest sense of that word, that is, a trial piece or endeavour….
An essay should be individual and creative and not an attempt to meet a prespecification. It takes account of the indeterminacy in knowledge which arises because the structures of knowledge are not mere classification and retrieval systems but constitute a raw material for thinking.