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Bachelor of Early Childhood Education and Care (Birth-5): ECTPP402A Philosophies, Ideologies and Theories of Education

Prescribed Text

Philosophical, ideological, and theoretical perspectives on education (2014) - Book by Gerald L. Gutek

Readings

Ailwood, J., Brownlee, J., Johansson, E., Cobb-Moore, C., Walker, S., & Boulton-Lewis, G. (2011). Educational policy for citizenship in the early years in Australia. Journal of Education Policy, 26(5), 641–653.
https://doi.org/10.1080/02680939.2011.587538
Arcilla, R. (2013). Rawls, Sartre, and the question of camaraderie. Studies in Philosophy and Education, 32(5), 491-502.
https://doi.org/10.1007/s11217-012-9345-0
Australian Institute for Teaching and School Leadership. (2018). Australian Teacher Performance and Development Framework.
https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-teacher-performance-and-development-framework.pdf?sfvrsn=4a7fff3c_6
Biesta, G. (2015). Freeing teaching from learning: Opening up existential possibilities in educational relationships. Studies in Philosophy and Education, 34(3), 229-243.
https://doi.org/10.1007/s11217-014-9454-z
Buckingham, J., Wheldall, K., & Beaman-Wheldall, R. (2013). Why Jaydon can't read: The triumph of ideology over evidence in teaching reading. Policy, 29(3), 21-32.
Cheeseman, S., Sumsion, J., & Press, F. (2014). Infants of the knowledge economy: The ambition of the Australian Government's Early Years Learning Framework. Pedagogy, Culture and Society, 22(3), 405-424.
https://doi.org/10.1080/14681366.2014.914967
Collins, S. (2013). Ravens, doves and kookaburras: Australian history curriculum in the media. Agora, 48(4), 6-14.
Davies, B. (2014). Aquinas on teaching and learning. New Blackfriars, 95(1060), 631-647.
https://doi.org/10.1111/nbfr.12089
Elgstrom, O., & Hellstenius, M. (2011). Curriculum debate and policy change. Journal of Curriculum Studies, 43(6), 717-738.
https://doi.org/10.1080/00220272.2011.584562
Films Media Group. (1977). Heidegger and modern existentialism [Video]. Films On Demand.
Films Media Group. (1998). The examined life: What is philosophy? [Video]. Films On Demand.
No longer available
Films Media Group. (2003). John Dewey: An introduction to his life and work [Video]. Films On Demand.
Finn, P. (2012). Preparing for power in elite boarding schools and in working-class schools. Theory Into Practice, 51(1), 57–63.
https://doi.org/10.1080/00405841.2012.636339
Forkner, C. B. (2013). The influence of realism on modern education: An historical review. Global Education Journal, 2013(1), 30-44

Gare, A. E. (2010). Educating for democracy: Teaching 'Australian values'. Educational Philosophy and Theory, 42(4), 424-437.
https://doi.org/10.1111/j.1469-5812.2008.00505.x
Gibbons, A. N. (2011). The incoherence of curriculum: Questions concerning early childhood teacher educators. Australasian Journal of Early Childhood, 36(1), 9-15.
https://doi.org/10.3316/ielapa.950058919661461
Greene, M. (2016). Liberalism and beyond: Toward a public philosophy of education. Education and Culture, 32(1), 41-51.
https://doi.org/10.5703/educationculture.32.1.41
Hogan, M. P., & Bruce, B. C. (2013). What's next?: The future of progressivism as an "infinite succession of presents". International Journal of Progressive Education, 9(3), 1-6.
Johnston, J. S. (2011). The Dewey-Hutchins debate: A dispute of moral teleology. Educational Theory, 61(1), 1-16.
https://doi.org/10.1111/j.1741-5446.2011.00388.x
Kemi, A. E. (2020). Misogyny in western philosophy and the importance of globalization of feminism. Cogito, 12(4), 43-55.
Kohan, W. (2013). Plato and Socrates: From an educator of childhood to a childlike educator? Studies in Philosophy & Education, 32(3), 313–325
https://doi.org/10.1007/s11217-012-9348-x
Korsgaard, M. T., & Aldinger, M. M. (2018). The educator’s diary: Arendt and Kierkegaard on progressivism and the educational relation. Educational Theory, 68(4/5), 513–527.
https://doi.org/10.1111/edth.12325
Kridel, C. (2013). Social reconstructionism or child-centered progressivism? American Educational History Journal, 40(1/2), 279-295.
Lewis, T. E. (2012). Mapping the constellation of educational Marxism(s). Education Philosophy and Theory, 44(S1), 98-114.
https://doi.org/10.1111/j.1469-5812.2009.00563.x
Liston, D. P. (2015). Neo-Marxism and schooling. Educational Theory, 65(3), 239-243.
https://doi.org/10.1111/edth.12110
Logan, H., Press, F., & Sumsion, J. (2016). The shaping of Australian early childhood education and care: What can we learn from a critical juncture? Australasian Journal of Early Childhood, 41(1), 64-71.
https://doi.org/10.3316/ielapa.024444902516355
Logan, H., Sumsion, J., & Press, F. (2013). The Child Care Act 1972: A critical juncture in Australian ECEC and the emergence of 'quality'. Australasian Journal of Early Childhood, 38(4), 84-91.
https://doi.org/10.3316/aeipt.201318

National Film and Sound Archive Digital Learning. (n.d). Ideology and the curriculum.
https://dl.nfsa.gov.au/module/1351/
Nikolić, I. (2020). Critical thinking between essentialism and perennialism. TEME: Casopis Za Društvene Nauke, 44(3), 863–880.
https://doi.org/10.22190/TEME190117050N
Noyce, P. (Director). (2002). Rabbit proof fence. [Film]. Icon Film Distribution.
Pacini-Ketchabaw, V., & Pence, A. (2011). The postmodern curriculum: Making space for historically and politically situated understandings. Australasian Journal of Early Childhood, 36(1), 4-8.
https://doi.org/10.1177/183693911103600102
Pardy, J. (2012). Patterns of schooling in Australia: Toward a historical materialist explanation. Journal of Australian Political Economy, 70, 70-85.
http://media.wix.com/ugd//b629ee_0e9b07f399f2071ea4fdb2eadf15d859.pdf
Peters, M. A., & Jandric, P. (2015). Philosophy of education in the age of digital reason. Review of Contemporary Philosophy, 14, 162-181.
Schulman, T. (Writer), & Weir, P. (Director). (2000?) Dead poets society [Film]. Touchstone Pictures.
Sellar, S. (2013). Equity, markets and the politics of aspiration in Australian higher education. Discourse: Studies in the Cultural Politics of Education, 34(2), 245-258.
https://doi.org/10.1080/01596306.2013.770250
Sidorkin, A.M. (2011). Doomed to act: Why postmodern education may be impossible, not just (im)possible. Philosophy of Education Yearbook, 280-282.
Sidorkin, A. M. (2013). Idolators, iconoclasts and iconophiles: The productive ideal and philosophy of education. Philosophy of Education Yearbook, 302-310.
Skourdoumbis, A. (2015). Distorted representations of the ‘capability approach’ in Australian school education. Curriculum Journal, 26(1), 24–38.
https://doi.org/10.1080/09585176.2014.955512
Smith, D. (2013). Are we there yet? AEU SA Branch Journal, 45(2), 9.
Taatila, V., & Raij, K. (2012). Philosophical review of pragmatism as a basis for learning by developing pedagogy. Educational Philosophy and Theory, 44(8), 831-844.
https://doi.org/10.1111/j.1469-5812.2011.00758.x
Taylor, T., & Collins, S. (2012). The politics are personal: The Australian vs the Australian curriculum in history. Curriculum Journal, 23(4), 531-552.
https://doi.org/10.1080/09585176.2012.731015
Trowler, P. (2014). Depicting and researching disciplines: Strong and moderate essentialist approaches. Studies in Higher Education, 39(10), 1720-1731.
https://doi.org/10.1080/03075079.2013.801431
Webster, R. S. (2017). Education or quality of teaching? Implications for Australian democracy. Australian Journal of Teacher Education, 42(9), 59-76.
http://doi.org/10.14221/ajte.2017v42n9.4
White, J. W., & Chant, R. H. (2014). Challenging idealism: Pre-service teachers' core beliefs before, during, and after an extended field-based experience. Teacher Education Quarterly, 41(2), 73-92.
Wyn, J., Turnbull, M., & Grimshaw, L. (2014). The experience of education: The impacts of high stakes testing on school students and their families: A qualitative study. Trove.
https://webarchive.nla.gov.au/awa/20140519093114/http://pandora.nla.gov.au/pan/143700/20141216-0000/www.whitlam.org/__data/assets/pdf_file/0011/694199/The_experience_of_education_-_Qualitative_Study.pdf