Pathways and Praxis: Designing Curriculum for Aspirational Programs

  • Lucinda McKnight
  • Emma Charlton


As lecturer/researchers, we use documents mapping the design process, and our own reflections as the basis of a case study of curriculum design for the Associate Degrees of Arts and Education, pathways programs at Deakin University in Australia. In this way, we view curriculum as both personal and political, rather than as a package to be delivered. In this chapter, we share our inspirations, practices and constraints, so that other lecturers and researchers may use our insights in further thinking, teaching and learning in this area. We believe that reflexive attention to the curriculum design process, especially in neoliberal contexts in which a delivery model is foregrounded, highlights institutional challenges that complicate achieving the rhetoric of success for pathways students. We argue that these complexities need to be acknowledged, so that barriers to innovative curriculum design and enhanced student participation can be more fully understood before they can be tackled.


Curriculum design Pathways Discourse Transition pedagogy Associate degrees 


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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.School of Education, Faculty of Arts and EducationDeakin UniversityMelbourneAustralia

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