Curriculum
Education
Research
Every student deserves to see themselves represented in school reading
Teachers need support and better resources to ensure prescribed texts are not tokenistic, but present an affirming representation of the LGBTQIA+ community
Education
Analysis
Re-imagining the university lecture for the next generation of Australian students
Facing empty seats and a digital dilemma, the future of the university lecture needs to be co-created to benefit student experience and wellbeing
Education
Research
White, male, British authors still dominate school reading lists
Is Australia's literature curriculum still beholden to its colonial past? New research says it is, with a focus on class and privilege
Politics & Society
What kids need to know about democracy in 2025
Australian school students should be educated for democracy. But that means learning a lot more than civics
Education
‘We have always been here’
Truth commissions in Nordic countries are addressing racism and the mistreatment of Indigenous peoples. The education sector must play an active role in truth-telling – as it must in Australia
Education
Swimming is our national pastime, but too many kids aren’t learning how
Some Australian schools are still not running a swimming program, with up to 40 per cent of children missing out on key skills
Education
For the first time, the curriculum in Australian classrooms has a focus on truth-telling
Education is an important part of societal change, but what are the best ways to include truth-telling in the Australian curriculum?
Education
Australian teachers shouldn’t be afraid to teach Indigenous Knowledge
The Australian Curriculum’s deeper engagement with Aboriginal and Torres Strait Islander Histories and Cultures is a matter of national importance
Education
Blind faith in Australia’s education ‘system’ is failing our kids
To improve Australia’s education system, we need to move away from the idea that the basic features of education are fixed
Education
Learning by knowing, by doing, by being
Many schools promote teaching the ‘whole child’, but to do this, education cannot only focus on knowing and doing – it must explicitly embrace being