David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Educational Philosophy and Theory 42 (4):448-461 (2010)
At the heart of this paper is an exploration of belonging and how this is assumed to connect with a set of values represented as national. There is a particular interest in the relationship between these values and education. Because the significance of the learning that occurs through the public domain outside educational institutions such as schools is assumed, several cultural texts are examined in order to consider public pedagogies of Australianness including iconic displays such as those associated with the Sydney Olympics and the Melbourne Commonwealth Games. Media reports surrounding the Cronulla riots are also examined as a means of understanding the values associated with non-belonging. These cultural texts are considered along side curriculum and policy concerned with values education. Through an exploration of the imaginary, the argument is made that in relation to ethnic difference, an hegemonic narrative has remained at the core of how Australianness is represented, despite multicultural incursions and fears about the cultural dissipation associated with globalisation and so-called postmodern fragmentation.
|Keywords||Australia education values multiculturalism|
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References found in this work BETA
Cornelius Castoriadis (1997). World in Fragments: Writings on Politics, Society, Psychoanalysis, and the Imagination. Stanford University Press.
Michael Hardt & Antonio Negri (2002). Empire. Utopian Studies 13 (1):148-152.
Citations of this work BETA
S. Farquhar & Elizabeth Jayne White (2013). Philosophy and Pedagogy of Early Childhood. Educational Philosophy and Theory 46 (8):1-12.
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