Abstract
This paper discusses the questions at the heart of the tussle between different types of knowledge within curricula that we conceptualise as 'curriculum wars'. Across the world, we see increasing instances of young people's radicalization around axes of race, religion, and gender. Viewing these developments side by side throws into question the various local, national, and global issues shaping young people's political education and action in liberal democracies experiencing ongoing shift away from liberal values. Through a comprehensive narrative review, we provide an overview of key themes that have been explored in recent research on curriculum, youth political education, and democracy in England and Australia. We find that young peoples' shift away from traditional electoral (big 'P') politics focussed on wider socio-economic issues to an individualised (small 'p') politics focussed on personal experiences poses serious curricular challenges"”around content and modes of political education. Young peoples' unparalleled access to online information and digital affordances creates further need to include digital and media education within the political education curriculum. This educational challenge could prospectively be met by a curriculum that is collaborative, action-research and activist based. Such a curriculum addresses issues relevant to young people's lived realities including topics deemed 'controversial' for classrooms. Such an approach requires a perspectival shift away from youth as subjects of curricular reform to youth as collaborators and knowledge workers. We argue that critical literacy offers a practical and theoretical scaffold to conceptualise transformative and progressive youth political education and political action by emphasizing the need for socially justice focussed spaces for learning, reflection and action within schools and in communities.
| Original language | English |
|---|---|
| Pages (from-to) | 193-203 |
| Number of pages | 11 |
| Journal | Curriculum Perspectives |
| Volume | 44 |
| DOIs | |
| Publication status | Published - Jul 2024 |
Bibliographical note
Publisher Copyright:© The Author(s) 2024.
Open Access - Access Right Statement
This article is licensed under a Creative Commons Attri- bution 4.0 International License, which permits use, sharing, adapta- tion, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.Keywords
- Critical pedagogies
- Education for democracy
- Progressive neoliberalism
- Youth political participation
