Interview with authors of “Powers of Curriculum” – Brad Gobby and Rebecca Walker

Brad Gobby and Rebecca Walker are the authors of Powers of Curriculum, a teacher education textbook that was highly commended at the 2018 Educational Publishing Awards. They spoke with us recently about their book, including how it makes a difference for both students and lecturers.

Tell us a bit about yourselves.

Brad: I am senior lecturer in the School of Education at Curtin University. I taught in a number of secondary schools before moving into academia to research education policy and its effects on schools. I have a passion for encouraging service educators to see the bigger picture of education, like how it is shaped by forces beyond itself. 

Rebecca: I am also a senior lecturer in the School of Education at Curtin University. Before commencing in academia, I taught in secondary schools in Australia, city and regional areas, and overseas. My areas of interest are assessment, professional experience and online education. Encompassing all of my work is the advocacy and promotion of learning and teaching approaches that support and meet individual learner needs.  I relish being able to make a positive contribution to education and the opportunity to make a difference to individuals’ learning.

What is your book Powers of Curriculum about?

Brad: Powers of Curriculum takes a sociological perspective to understanding teaching and learning in educational settings. It starts from the premise that formal education does not occur in a vacuum, and therefore the book explores historical, cultural and political aspects of Australian society that impact on curriculum, learners and teachers.

How does this resource improve educational outcomes for students?

Brad: Pre-service educators must understand the wider context of forces that shape formal education, whether that be early childhood education or formal schooling. Educators cannot adequately understand or go about their work if they do not engage with the social, cultural and political relations impacting on the education system and the lives of learners.

Rebecca: So, instead of treating educators as mere technicians of curriculum, we encourage educators to view themselves as intellectual workers. This means being equipped with the concepts, perspectives and capacity to critically interpret, interrogate and respond productively to those wider forces so as to make a positive difference to the lives of learners.

Brad: The book encourages readers to explore issues that impact on the lives of educators and learners, such as government policy, neoliberalism, poverty, cultural diversity, Indigenous education, popular culture and technology, gender norms and diverse sexualities. We want readers to connect their professional practice to an understanding of these wider forces which are often at play in education but also often ignored.

What difference does your resource make to lecturers?

Brad: We have been university educators for a while now so we appreciate what makes a useful learning resource. We used our experiences teaching in classrooms and online to create a textbook that is accessible to all readers, that carefully guides the reader through key issues, and illustrates its concepts and ideas through case studies that can be explored individually or in groups.

What was one of the highlights of writing Powers of Curriculum?

Brad: We were lucky enough to work with leading and emerging leaders in their fields. In writing their chapter, each contributor has drawn upon their expertise and their knowledge of leading edge research.

How does this resource approach the course material in a different way to others in the market?

Rebecca: This resource positions theory in an accessible and relatable manner making clear its alignment to practice. Reflective prompts, case studies and further reading provide readers with an opportunity to explore in more depth the theories and concepts presented.

Powers of Curriculum: Sociological Perspectives on Education by Brad Gobby, Rebecca Walker is published by Oxford University Press. 

 

 

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