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This paper discusses some taken-for-granted community discourses that pose tensions for educators and community groups wanting to involve children as authentic community decision makers. Previous studies have pointed to the lack of popularity of SOSE and Civics and Citizenship Education (CCE) with school students (Education Department of Western Australia, 1994; Reynolds, & Moroz, 1998; Williamson & Thrush, 2001). Recent research has suggested that tensions may continue to exist even with new policy mandates emerging from the rewriting of curriculum documents at the national and state levels (Curriculum Corporation, 2006; Victorian Curriculum and Assessment Authority, 2005). For example, Johnston & Davis (2007) document findings from action research of a community based teaching and learning unit in teacher education in the contemporary policy climate. According to these authors, it would seem that the kinds of community based learning promoted by schools is highly varied and does not always foster the "genuine engagement of children and young people" (Johnston & Davis, 2007, p. 7).

Item Type:	Refereed Article
Research Division:	Education
Research Group:	Specialist Studies in Education
Research Field:	Teacher Education and Professional Development of Educators
Objective Division:	Education and Training
Objective Group:	Teaching and Instruction
Objective Field:	Teacher and Instructor Development
Author:	Johnston, RM (Dr Robbie Johnston)
ID Code:	58410
Year Published:	2007
Deposited By:	Education
Deposited On:	2009-10-01
Last Modified:	2012-11-30
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