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STEM and STEAM and the spaces between: an overview of education agendas pertaining to ‘disciplinarity’ across three Australian states
journal contribution
posted on 2023-05-20, 06:51 authored by Abbey MacDonaldAbbey MacDonald, Hunter, J, Wise, K, Sharon FraserSharon FraserThis article presents an overview of how interdisciplinary education agendas are being interpreted and enacted within three Australian states: New South Wales, Tasmania and Victoria. A comparative discussion is offered to ascertain the common and contrasting inhibitors and enablers of these agendas, specifcally approaches to STEM and STEAM across the three states. Consideration is given to the priorities espoused in current State and Federal policy agendas. The article explores how disciplinary acronyms such as STEM and STEAM are being mobilised to empower or exclude particular disciplines, and how this implicates upon enactment of the three dimensions of the Australian Curriculum. By focusing on the contested spaces between these disciplines, the distinctiveness and potential of various interdisciplinary agendas can be better understood. In turn, ways of recognising, embracing and prioritising different forms of disciplinary knowledge can be identifed in the spaces between disciplinary curriculum and pedagogy. These diverse ways of knowing are posited as integral to equipping young people for uncertain futures.
Funding
University of Tasmania
History
Publication title
Journal of Research in STEM EducationVolume
5Pagination
75-92ISSN
2149-8504Department/School
Faculty of EducationPublisher
i-STEM / Gultekin CakmakciPlace of publication
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