Introduction: regenerating curriculum inquiry in Australia?
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For some time now I have been intrigued by two questions. Firstly, is there a distinctively Australian curriculum scholarship? And secondly, what counts as curriculum scholarship anyway? These questions continue to play out in this issue of Point and Counterpoint, in the new revamped version of Curriculum Perspectives, Australia’s sole curriculum journal. It is all the more important, I believe, and indeed even urgent, that we address such questions in this, the latest phase in the evolution of the field in Australia, as we go international, and virtual. Doing so and coming to terms with difference, in its various registers, requires that we become more reflexive in our understanding of curriculum and its relation to schooling. It also requires us to become (meta-)critical with regard to the nature and formation of the curriculum field, particularly as scholarship, as inquiry.
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