The Absence of Knowledge in Australian Curriculum Reforms

摘要: This article draws on a study of Australian curriculum shifts between 1975 and 2005 to take up two themes this special issue: the question about what conceptions knowledge are now at work; consideration global influences national specificities in reformulations curriculum. It discusses important approaches Australia recent times, ‘Statements Profiles’ activity early 1990s, ‘Essential Learnings’ formulations past decade. The tendencies we see work these major are, first, an increasing emphasis externally managing auditing student progress as key driver how policies being constructed; and, secondly, growing approaching aims terms students should be able do rather than they know. We argue that contexts discuss here, offered way marrying 1970s progressive views child development knowledge-as-process (views widely held by influential professionals Australia) with late 20th century technologies micro-management instrumental agendas favoured politicians — but many questions were left off agenda.