Mapping the Hidden Discourse of Geographical Inquiry and Curriculum Change - Initial Case Study Responses to Geography Education K-10 in Australian Schools.


  • Kay Carroll Western Sydney University


inquiry, geography, pedagogy, curriculum, geographical literacy, global education


Within Australia globalisation, contentious connections with Asia and an increasing concern with sustainable development and intercultural education has created a new educational framework and curricula. The Australian Curriculum is the tangible, multi-dimensional and pedagogic catalyst to deliver capable, creative, culturally aware, futures focussed and critical education for all young people across the nation[1]. Within this context the discipline of Geography has become both highly visible and critical. Yet with the appearance of Geography has a unique domain specific study across foundation to the end of compulsory education in year 10 (K-10), Australian teachers have experienced a range of curricular responses from fear, reticence and resistance to brave enthusiasm and pedagogic creativity. This paper analyses these responses to geographical inquiry and curriculum implementation in the early stages of this process and considers the rationale, context and potential impact on learning.



Author Biography

Kay Carroll, Western Sydney University

Dr Kay Carroll is a teacher educator for Social Sciences and currently is a lecturer for Western Sydney University and the coordinator of Secondary Curriculum. Her research has explored teachers' poractice in Social Sciences education and inquiry pedagogy.