Curriculum wars and youth political education in the UK and Australia : a narrative review

• Published in: Curriculum perspectives 2024-07, Vol.44 (2), p.193-203
• Main Authors: Hussain, Saba, Knijnik, Jorge, Balram, Rohini
• Format: Article
• Language: English
• Subjects: Action research; Black Lives Matter movement; Colonialism; Conservatism; Critical pedagogy; Curricula; Curriculum development; Curriculum Studies; Democracy; Digital technology; Education; Educational Policy; Ideology; Knowledge; Neoliberalism; Political behavior; Political influences; Politics; Postcolonialism; Primary secondary education; Qualitative research; Race; Racism; Research Article; Research Methodology; Schools; Teaching Methods; Young adults; Youth; Youth problems
• ISSN: 0159-7868; 2367-1793
• DOI: 10.1007/s41297-024-00226-1

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. [Author abstract]