We live in an era of opinion, an age of ‘alternative facts’ and ‘fake news’. There are a variety of causes for this current reality, and not all of them are related to schools and the curriculum. Still, we should not be blind to schools' critical role in preparing students to be active and engaged citizens in our democratic society. This challenge underscores the pivotal role of schools and curriculum in anchoring our civic discourse within a framework of collectively accepted realities.
As we navigate the age of opinion, I am reminded of Michael Young's work on ‘Powerful Knowledge’. Young's research advocates for a curriculum that transcends the immediacy of students' experiences, providing them with the tools to engage critically with the world. This is about mastering knowledge to understand the world in transformative ways that are outside the bounds of a student’s lived experience.
Alongside this, we have seen the rise of student choice and agency within schools. This has, on the whole, been a healthy and welcome development. However, we must tread carefully as we champion student autonomy in choosing WHAT to learn. While fostering individual interests is crucial, we must avoid the pitfall of graduating students into a society devoid of common knowledge reference points.
For example, in the current Victorian Curriculum, Year 10 History is where students undertake the study of the Second World War and the Holocaust. It is now unfortunate that many students are presented with this study as only an elective option, meaning that many students will graduate from Victorian schools without this powerful knowledge gained through their elective choices.
The rising tide of antisemitism serves as a stark reminder of where the absence of a shared historical understanding can lead. Likewise, understanding of all events that informed the decisions and developments of the United Nations and other such organisations post WWII. Educating our youth about such significant events is not just about preserving memory but is a fundamental act of inoculating society against the dangers of ignorance and intolerance.
This balancing act between fostering individual choice and ensuring a shared knowledge base is delicate. We must endeavour to graduate students who are well-versed in their chosen interests and share a common understanding of critical historical, cultural, and scientific realities. This shared knowledge is the glue of our societal fabric, enabling informed and cohesive civic discourse.
We must equip our students with the tools to navigate the complex landscape of information and opinion, ensuring they possess the freedom to explore individual interests and the grounding in a shared knowledge base. This is our duty, not just to our students but to the very fabric of our democratic society. It’s not an easy balance to get right, but it’s a crucial conversation we must have to ensure we are empowering active and engaged students who have the agency to pursue their passions, balanced with our society's expectation of the collective knowledge with which we expect our young people to graduate.
Ashley Keith Pratt
ACEL VIC Branch Executive Member