Geography, history and the social sciences: the evolution of secondary school syllabuses in New South Wales 1967-1989

This thesis examines geography, history and social science syllabuses in New South Wales, Australia, in the period 1967 to 1989. Its particular focus is the changing themes and emphases which emerged in these syllabuses during this period and the reasons for these changes. The thesis explores the political, social, cultural and economic contexts of curriculum change; the bureaucratic and administrative processes involved in curriculum modification; the role of individuals - their commitment, skills and philosophies; and the purpose of the language of the curriculum. A major theme underpinning the analyses is the tension between the traditional disciplines and the newer social science disciplines at the school subject level in a period of considerable turmoil in education generally. The thesis will postulate that the fundamental conceptions of the social science movement (introduced to most Australians for the first time at the 'Burwood' Conference in 1967) had a profound impact on the traditional disciplines. Geography and history retained their high status when a Key Learning Area called Human Society and Its Environment was conceived in 1989, but, due to the social science influences, their shape and form changed considerably over the twenty two year period. The theoretical framework for the thesis treats curriculum as a social construction and as something that requires holistic analysis. Of particular importance to curriculum change is the underpinning social philosophy evidenced in the syllabuses of the period under study. This can best be understood against the backdrop of a careful analysis of the society in which they are being developed. To enhance this analysis, document analysis as well as interviews and surveys have been used. In NSW the debate continues as to the appropriateness of the 'Key Learning' structure, and the purpose, content and methodology of the social education area of the curriculum. The debate has implications for a range of related issues, including subject choice, teacher practice and teacher education. The thesis provides insights that should inform the debate around these issues.