Pedagogical and curriculum renewal in Australia: a visual and intertextual research approach

This paper takes the form of a curriculum inquiry text. The context is the recent history of pedagogical renewal in Australian schools. Methodologically, in the post‐millennium period I inform the understanding of reform practices through visual and intertextual readings. Adopting a critical perspective and using visual methods, I ask: pedagogically, how do systems support a curriculum for all? Working visually and reading intertextually the problems of implementation processes of curriculum renewal and the dual challenges of creating system wide professional learning and a curriculum for all are exposed.