Policy analysis

Nuanced examination of the impact of neoliberal education reform on teachers' work, students' learning, and the liveability of schools.

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Critiquing populist depictions of knowledge-rich curricula: sorting fact from fiction

The phrase "knowledge-rich" now features prominently in Australian education policy and curriculum discussions, often linked with ideas such as the science of learning, evidence-based teaching, and explicit instruction.

Reports from organisations like the Grattan Institute, Centre for Independent Studies, and the Australian Education Research Organisation (AERO) have helped to amplify this discourse.

For the latest issue of Curriculum Perspectives Point and Counterpoint, authors drew on AERO’s (2024) report “A knowledge-rich approach to curriculum design” as a stimulus, offering critical perspectives on what knowledge-rich means in practice.

Together, this collection of papers engage with important questions about the balance of factual and conceptual knowledge, the inclusion of Indigenous knowledge systems, the role of creativity and critical thinking, and the realities of teachers’ curriculum work.

Read my piece here.

Explore the full issue here.

Can we trust AERO's independence now?

This article for AARE EduResearch Matters takes a closer look at the Australian Education Research Organisation (AERO) — its status, funding structure, charitable registration, and global links to the "what works" movement.

Why these quick fixes won't work for teaching today or tomorrow

This article for AARE EduResearch Matters explains why standardising projects that tell teachers what to do and how to do it are appealing to policymakers and voters, but detrimental to teachers and students.

Is successful maths teaching more than method?

This article for AARE EduResearch Matters explains why explicit teaching is making a comeback. It also outlines evidence from the OECD and Australian case study schools that shows students do best when teachers blend pedagogies to make maths real.

Is this the best way to improve mathematics learning for all?

This article for Common Denominator Magazine explores the political origins of recent instructional wars and mandates and the different perspectives on whether this is the best way to improve mathematics learning for all.