Weapons of mass construction: The role of the Australian Curriculum in political discourse

• Published in: Curriculum journal (London, England) Vol. 36; no. 1; pp. 164 - 179
• Main Author: Anson, Daniel W. J.
• Format: Journal Article
• Language: English
• Published: 01.03.2025
• Subjects: discourse; national curriculum; policy sociology; politics
• ISSN: 0958-5176; 1469-3704
• DOI: 10.1002/curj.283

National curricula influence, and are influenced by, political agendas. Understanding political enmeshment (both overt and covert) in curriculum development is therefore vital for ensuring transparency and quality in curricula. This paper analyses how the Australian Curriculum is represented in the federal Education Ministers' media releases. Using NVivo, media releases were inductively coded into two broad themes: (a) back to basics, overcrowding and phonics; and (b) Australian ‘truth’: History, democracy and identity. By organising political discourse into the narrative presented below, I argue that the Australian Curriculum is used as a weapon of mass construction. In other words, politicians use curriculum development and renewal to enforce particular subject positions and attack the other side of government. As a result, genuine curriculum renewal is stymied, with each new government claiming that it is correcting the mistakes of the previous government while appearing to make no tangible changes. The implications of this analysis are that greater transparency of political involvement is needed in curriculum materials, greater teacher autonomy is needed to adapt curricula to localised contexts and greater student freedom to contest curricula is needed to ensure robust literacy development and meaningful engagement with subject knowledge.