Aboriginal People's Aspirations and the Australian Curriculum: A Critical Analysis

Autor/inn/en	Parkinson, Chloe; Jones, Tiffany
Titel	Aboriginal People's Aspirations and the Australian Curriculum: A Critical Analysis
Quelle	In: Educational Research for Policy and Practice, 18 (2019) 1, S.75-97 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parkinson, Chloe) ORCID (Jones, Tiffany)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-018-9228-4
Schlagwörter	Foreign Countries; Indigenous Populations; Culturally Relevant Education; Curriculum; Social Bias; Academic Aspiration; Indigenous Knowledge; Australia + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Curricula; Lehrplan; Rahmenplan; Australien
Abstract	A culturally inclusive curriculum has increasingly been considered beneficial to all students. The national Australian Curriculum set out to be inclusive, containing the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority. Some education discourses can assume however that inclusion is an unproblematic good, and a true representation of the 'reality' of Aboriginal Peoples' lived experiences and aspirations. This article presents a study exploring how the aspirations of Aboriginal people are supported in dominant education discourses mobilised within the Australian Curriculum. The study firstly applied Critical Discourse Analysis to the Curriculum policy corpus, to explore the Indigenous education discourses privileged and marginalised within it. It then utilised informant interviews with members of an Aboriginal community, to explore their education aspirations for the community's children. The results revealed a critical gap between the Curriculum's positioning of Aboriginal knowledges, histories and cultures; and the Aboriginal community's aspirations for their children's education. They highlight the need for the Curriculum to offer critical-oriented learning opportunities whilst remaining flexible, to support localised aspirations and approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01