Religion, politics, science and bureaucracy : an Australian science curriculum?

• Published in: Journal of Christian education Vol. 54; no. 2; pp. 19 - 33
• Main Author: John Mitchell O'Toole
• Format: Journal Article
• Language: English
• Published: 01-09-2011
• Subjects: Australian Academy of Science; Australian Curriculum and Assessment Reporting Authority (ACARA); Biblical literature; Christian education; Christian schools; Christianity; Creationism; Curriculum design; Curriculum development; Curriculum evaluation; Curriculum policy; Education (Reform) Act (ERA) (NSW); Educational history; Educational legislation; Educational policy; Evolution; Intelligent design; Ministerial Council for Education, Early Childhood Development and Youth Affairs (Australia) (MCEECDYA); National curriculum; National Curriculum Board (Australia); New South Wales. Board of Studies; New South Wales. Dept of Education; Postsecondary education; Religion; Religious education; Schools Assistance (Learning Together - Achievement Through Choice and Opportunity) Act (SAA) (Australia); Science curriculum; Science education; Science teachers; Science teaching; Scripture; Secondary education; Secular education; State church separation; State curriculum guides; Teacher beliefs; Teaching practice; Texas Board of Education (US); Australia; New South Wales
• ISSN: 0021-9657
• DOI: 10.1177/002196571105400203

This paper was written as the Australian Science Curriculum settled into use in smaller Australian states, was being interpreted in different ways by statutory curriculum authorities in the larger ones and was forming the basis of adaptations of existing state-based resources by educational publishers. The paper takes the role of science educators of Christian commitment as its starting point. Such people operate at both secondary and tertiary levels and all face the challenges implicit in teaching a subject that is popularly supposed to conflict with their faith. What do the churning flows of influence, authority and power that characterise the contemporary Australian educational scene mean for such people? The article considers the constitutional framework within which this churn occurs and the impact that nominally Christian institutions have had on its interpretation. How did we come to this? It considers the tensions that characterise the present situation. What constraints are being applied and how much room will educators have to move? The paper considers the possibilities that those tensions open up. How may educators best be true to the gospel they profess and the families they serve? [Author abstract]