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Introduction
My research is focused on: the impact of culture on curriculum, pedagogy, thinking and teacher practice in a globalised society ; the notion of transculturalism as a teacher attribute; the teaching of Geography and other Humanities subjects in schools, with a particular interest in inquiry-based teaching and learning; and the role of education in British colonial policy and practice, with an focus on its relevance to contemporary society.
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January 2013 - present
Publications
Publications (65)
The problematics of transnationalism as a 21st century concept
For countries in Asia that were once part of the British Empire, one of the more singular outcomes of contemporary globalisation has been an increase in emigration to other parts of the former Empire, such as Australia and the UK. This transnational movement has been both temporary and permanent, often in the initial context of migration for tertia...
A key features of the globalised environment of the twenty-first century is that populations across a range of societies have become more diverse in culture, heritage and identity. In turn, this has led to further emphasis on the teaching of cultural understanding in schools, as exemplified by the Australian Curriculum and their equivalents in coun...
This chapter explores the need for geography educators to grasp Geography’s fundamental characteristic as a forum for transcultural education. Transcultural education is a form of teaching cultural understanding that meets the needs of our more globally oriented society. A comparative overview of the school curriculum frameworks that are relevant t...
One of the key facets of educational globalisation has been the increasing diffusion of learning programmes based on ‘Western’ principles, whether this is in the context of school curriculum frameworks, educational policy, or standalone ‘international education programmes’ (Casinader, Culture, transnational education and thinking: Case studies in g...
As with all educational policy and practice, Environmental and Sustainability Education, if it is to be effective and meaningful, has to be designed and implemented in ways that reflect twenty-first-century circumstances, which are characterized by a globalized society in which cultural diversities amongst individuals and populations have become in...
This paper aims to understand the influence of Islamic religious philosophy on the application of gifted education in schools. To date, little attention has been paid to the influence of religion, particularly Islam, on how giftedness or areas of talent are viewed and accommodated in the education system. The article considers that Islamic culture...
The phased introduction of a new national curriculum for Australian schools from 2010 was the educational substantiation of a national desire to create a foundation so that future generations of Australians could participate effectively and meaningfully in a changing world. In addition to the content and skills embedded in the learning area curricu...
An assessment as to the degree to which global citizenship education principles are incorporated within teacher education programs within Oceania is, in some ways, an elusive phenomenon. Consequently, in recognition of the influence of this colonial history on global citizenship education (GCED), this chapter looks at GCED in teacher education acco...
It is now generally accepted that the teaching of cultural understanding is central to international education, exemplified in globally directed curricula such as those of the International Baccalaureate. However, research in this area has tended to focus on student outcomes of cultural education, even though globalisation and the nature of modern...
Based on new research data, with a 135 teacher study over 8 countries, this book challenges the assumption that all teachers automatically have the expertise to teach cultural understanding and argues instead, that there is the need for teachers to acquire transcultural expertise to teach cultural understanding effectively, rather than depending on...
This expository paper critically examines the value of school geography in social debates that have a direct significance for the lives of young people. Migration is chosen as a focus, both because it is a defining feature of everyday life and the world we live in, and an area of research and debate in the discipline of geography. We draw on two na...
Fluidity of cultural identity is an enduring inheritance of contemporary globalisation. One of the less-spoken consequences of this shift has been the increased pressures on young people as they navigate the transformation of their cultural identity between the new and the old. For this group, which comprises not only the children of migrants, but...
This paper is concerned with a gap in the discourse concerning the development of environmental literacy. Much of the research available concerns the development of environmental literacy in students; however, our assertion is that unless the teacher has developed environmental literacy themselves, they cannot develop such literacies in their stude...
The higher degree of global mobility and connectivities within contemporary societies has led to increasing cultural diversity within school student cohorts. In turn, the human activities and interactions within the territories and boundaries of a school have become increasingly complex. During a 2017 study of how transcultural capabilities are bei...
This paper explores the findings of a pilot project that investigated the impact of the International Professional Experience (IPE) programme within a Faculty of Education at a research intensive Australian University in developing the capacity of preservice teachers (PSTs) to work and teach amidst culturally diverse environments. The pilot was a p...
Future-oriented global understanding necessitates the development of a new form of cultural mindset; that is, transculturalism, as opposed to multiculturalism or interculturalism (Casinader 2014, 2016). This chapter will argue how geography, as a result of its unique form of inquiry education (Kidman and Casinader 2017), provides the ideal conduit...
The Colebrooke-Cameron Reforms (1831) have been characterised by David Scott (1995) as marking the transformation of colonial Sri Lanka from one kind of political rationality – that of mercantile sovereignty – to another – that of colonial governmentality. Whilst consonant with the view that the Commission marked a moment when the colonial administ...
In school education, one of the few visible responses to increasing globalisation of educational practice has been the implementation of short-term experiential overseas student learning programmes. This paper analyses the results of a comparative research project on three Australian schools that offer such learning experiences. It argues that teac...
Common notions around the concept of sustainability tend to be framed within the values and principles that the world's natural environments need to be used and managed in such a way as to make them available for future generations. Consequently, pedagogical approaches in environmental education that follow this intellectual thread tend to adopt a...
This paper argues that the current philosophical basis for cultural education, that of interculturalism, is no longer suitable to meet the needs of 21st century societies, whether at the local, national, regional or global level. In its stead, it is suggested that of the concept of transculturalism is a more appropriate and long term foundation for...
It is important to distinguish, but not isolate, inquiry skills from inquiry processes. Skills are taught in the context of an inquiry in a manner that is integrated into the process of an inquiry. Domain-general inquiry is initiated by ‘student-generated questions’. Science student-generated questions are of five types (features, possibilities, fu...
The process of planning and data collection in an inquiry differs between a scientific- and a humanities-based inquiry. Science emphasises a predetermined framework of hypothesising, data collection and analysis, seeking objective, verifiable evidence. The Humanities inquiry begins with location and observation, followed by a geographical or histor...
The reality that different disciplines perceive the world through different lenses makes it self-evident that the concept of fieldwork would vary from one discipline to another. Science, Geography and History all have an interest in ‘place’ as the focus of fieldwork inquiry. They differ in the position of place in relation to the individual and the...
In the inquiry learning context, evaluation takes three forms: the evaluation of thought/conclusion on the basis of data; the evaluation of data validity; and the degree of student understanding of the concepts being learned and utilised in the conduct of the inquiry. Depending upon the style of inquiry taking place, evaluation has different approa...
Domain-general inquiry is considered in terms of classroom goals, instructional approach and the degree of teacher direction. The intertwining of these three frameworks is necessary for the development of inquiry literacy in both teachers and students, as well as the differentiation of discipline-specific inquiry. Inquiry literacy is defined to inc...
From 2008, Australia developed a national curriculum that would see, for the first time, continuity and uniformity in what Australian children would be taught at school. Disciplinary knowledge is seen as foundational, with both the Sciences and the Humanities developing inquiry strands as part of their curriculum documents. The writing teams of the...
Explores inquiry-based approaches to teaching and learning in the selected disciplines of science, geography and history Reports on a research-based study of how educational inquiry is conceptualised in contemporary curriculum Argues that effective inquiry-based learning depends on the direct participation and specific expertise of the teacher as m...
A nuanced understanding of the sociological associations of critical thinking has emerged indicating that the undertaking of inquiry learning cannot be seen as culturally inert. The concept of cultural dispositions of thinking argues that connections between culture and thinking shift over time and space. As such, the path to inquiry should not be...
The notions of discipline identity and disciplinarity are clearly evident in the content descriptions. Discipline appropriate conventions, knowledge and language all contribute to the Science discipline identity. Conceptual data and terminology are components of Geographical discipline identity. Science, and to some extent, Geography favour present...
The Future Problem Solving (FPS) Program is used as a case study that explores the ways in which a teacher/coach contributes to the effective inquiry-based education of a student. A high degree of expertise on the part of the teacher/coach is essential for successful inquiry-based learning to take place in the classroom. The inquiry literate teache...
Transnationalism, Education and Empowerment challenges the prevailing notion that transnationalism is concerned fundamentally with the process of enhanced global population movement that has been allied with modern globalisation. Instead, it argues that transnationalism is a state of mind, disassociated from the notion of ‘place,’ that can be obser...
Globalisation has increased the importance of schools as a space for developing cultural understandings within students. However, how this is translated into curriculum pathways within schools remains a matter for debate. Using the context of the new Australian national curriculum, this paper argues that notions of multicultural and intercultural e...
At first glance, the introduction of a national curriculum for Australian schools suggested a new era of revival for school geography. Since the late 1980s, the development and introduction of more integrated conceptions of curriculum design and implementation has seen the decline of Geography as a distinct subject in Australian schools, with state...
The increasing cultural diversity of students in Australia's schools is one of the salient changes in education over the last 30 years. In 2011, nearly half of all Australians had one or more parents born overseas, with migration from China, the Indian subcontinent and Africa increasing during the early 2000s (Australian Bureau of Statistics, 2012)...
Educationally, it is arguable that transnationalism has been primarily framed around course delivery by educational institutions within international contexts. However, it is a more complex notion, incorporating ideas such as global citizenship and intercultural understanding. Consequently, if the Australian Curriculum is the national substantiatio...
This chapter looks at how the modern phase of globalisation has influenced the relationship between culture and thinking in the context of comparative education over time. It argues that a ‘Western’ or Euro-American conception of thinking, which generally promotes a universal notion that is not subject to cultural variation, has dominated the way i...
The introduction of geography as a separate discipline within the Australian Curriculum offers hope for revitalisation of the subject in Australian school education after decades of decline. Since the 1990s, the subject has been largely submerged within an integrated curriculum framework that has had significant consequences for the presence and ch...
The notion of thinking skills as a key component of a 21st century school education is now firmly entrenched in educational policy and curriculum frameworks in many parts of the world. However, there has been relatively little questioning of the manner in which educational globalisation has facilitated this diffusion of thinking skills, curriculum...
Adult education is deeply rooted in national territories, but these spaces for the education of adults are now increasingly disturbed by global transitions. Increased mobility has significant effects on adult education and adult educators, many of whom are themselves on the move. So what are the implications of this increased mobility of adults for...
The Kandyan Convention (1815) was definitive in consolidating British sovereignty over colonial Ceylon. The Convention and later legal instruments reflect a shift in British colonial policy regarding the acquisition of territories of Empire. Previously, British Government policy had favoured indirect rule through mercantile interests. Seizing oppor...
The place and structure of Humanities teaching within Australian schools has been a source of debate since the 1970's, when the concept of general studies as opposed to a discipline-based Humanities curriculum was first put into practice. Since then, every major curriculum review at the state or national level has seen the nature of Humanities teac...
