Pathways for Indigenous Education in the Australian Curriculum Framework

Nakata, Martin

doi:10.1375/ajie.40.1

Cited by 106 publications

(74 citation statements)

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“…we are promoting intercultural understanding between Indigenous and nonIndigenous people; 2. we are providing engaging teaching experiences for both Indigenous and nonIndigenous students; and 3. we are working towards improved outcomes for Indigenous Peoples in education and society. A number of similarities is apparent between the positions of the teachers entering this project and other Australian and international findings (Aikenhead & Huntley, 1999;Harrison & Greenfield, 2011;Kanu, 2011;Nakata, 2011). Both the hopes and visions of this PAR group of science teachers align with Kanu's (2011) findings in Canada about teacher attitudes and beliefs.…”

Section: Hopessupporting

confidence: 59%

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Teachers’ Attitudes to Including Indigenous Knowledges in the Australian Science Curriculum

Baynes

2015

AJIE

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With the introduction of the Australian National Curriculum containing the Aboriginal and Torres Strait Islander Histories and Cultures Cross-CurriculumPriority (CCP) and Intercultural Understanding General Capability, there has been a renewed push to embed Indigenous content into secondary school subjects. This paper considers the attitudes and beliefs of a group of secondary school science teachers to the current imperative to include Indigenous knowledges and perspectives in classroom practice. Through a Participatory Action Research (PAR) cycle, teachers contextualised and conceptualised the CCP in terms of social justice, pedagogy, and student engagement. The PAR process allowed them to develop a personal and intellectual engagement prior to attempting to teach Indigenous knowledges in their classrooms. Teacher attitudes and beliefs are identified in terms of their vision of a science education inclusive of Indigenous content, their hopes for the inclusions, and the impediments they perceive to implementation in classroom practice. Allowing teachers the opportunity to engage in meaningful dialogue resulted in the articulation of a path forward for their teaching practice that aligned with their political and social justice concerns.

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Section: Hopessupporting

confidence: 59%

“…Many of these concerns mirror those described by Harrison and Greenfield (2011), Kanu (2005Kanu ( , 2011 and Nakata (2011). In particular, there was concern about avoiding tokenism and a fear of 'stepping on cultural toes' related to a lack of resources, cultural knowledge and protocols.…”

Section: Perceived Problems and Issuesmentioning

confidence: 80%

Teachers’ Attitudes to Including Indigenous Knowledges in the Australian Science Curriculum

Baynes

2015

AJIE

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“…No obstante, el patrimonio cultural se puede revitalizar acercándolo a los estudiantes y a la sociedad mediante una reconfiguración en el currículo nacional (Nakata, 2011). Así, se ha instalado la idea de que este puede aportar en la restauración, protección y valoración del patrimonio cultural indígena, siendo esto último una responsabilidad sustentada en una voluntad macropolítica que implica influenciar el proceso de construcción de la memoria colectiva, en nuevas formas de relaciones socioculturales y en prácticas de poder concentradas en crear un sentido de unidad histórica.…”

Section: Patrimonio Cultural Indígena Y Currículounclassified

“…Las comunidades indígenas y su patrimonio cultural frecuentemente han sido clasificadas como culturas exclusivas y diferenciadas dentro de los currículos nacionales (Nakata, 2011;Rogers, 2012;Simpson, 1997). Son presentadas como una colectividad diferenciada, que si bien se desea integrar, permanece marginada a través de una diferenciación cultural.…”

Section: Patrimonio Cultural Indígena Y Currículounclassified

“…The Aboriginal and Torres Strait Islander Histories and Cultures se advierte como una prioridad nacional y eso es algo visto de manera positiva en términos de aprendizaje y reconciliación nacional, especialmente pensando en la fragmentación nacional (Nakata, 2011). Esto es importante, porque se advierte aquí la idea de prioridad en tono de urgencia, es decir, se establece una necesidad apremiante de incluir a los pueblos indígenas en un contexto actual valorando y reconciliándose con ellos.…”

Section: Australia Currículo Y Patrimonio Cultural Indígenaunclassified

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A comparative analysis on cultural indigenous patrimony and curriculum: Australia, Chile and South Africa.

Aravena

2017

Cal Edu

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RESUMENEn este estudio se busca, a través de casos comparados, analizar cómo es abordado el patrimonio cultural de las comunidades indígenas en el currículo nacional de Australia, Chile y Sudáfrica. Los referentes curriculares analizados son: para Australia, Crosscurriculum priorities: Aboriginal and Torres Strait Islander Histories and Cultures (2015); en el caso sudafricano, National Curriculum Statements: Grades R-12 (2013) y, finalmente, para el caso chileno el Marco curricular lengua indígena 1º a 6º básico (2009). El estudio sostiene que es necesario valorar el patrimonio cultural indígena a nivel curricular, aunque el salto cualitativo que deben dar los diseñadores curriculares esté en la generación de estrategias y orientaciones de aprendizaje contextualizadas con estudiantes indígenas y no indígenas. La metodología utilizada es de corte cualitativo de análisis de casos comparados en tres dimensiones: identidad, categorización curricular y conocimiento y aprendizaje indígena. A partir de los resultados se pueden desarrollar proyecciones curriculares acerca del adecuado enfoque del patrimonio cultural indígena, considerando la validación de los conocimientos de estas comunidades como prioridad. Finalmente, se concluye que en los tres casos se ha optado por la mantención de un currículo monocultural integrando parcialidades del patrimonio cultural indígena y obteniendo efectos en los procesos de construcción de identidades, de integración nacional y de diferenciación cultural.Palabras clave: currículo, conocimiento indígena, identidad, integración nacional. A COMPARATIVE ANALYSIS ON CULTURAL INDIGENOUS

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Is Indigeneity hidden in the shadow of Australian national school reforms?

Brown

Warner

2021

Aust J Social Issues

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In a recent report on their efforts toward addressing Indigenous disadvantage, the Australian Government was unable to report any progress in improving school attendance, literacy and numeracy, whether nationally or at the state or Territory level (Prime Minister and Cabinet, 2020: 13). As a result, Indigenous educational disadvantage has been identified as "among the most pressing and persistent public policy challenges in Australia" (Fahey, 2021). This is despite considerable attention and effort being directed toward improving the achievements of Indigenous students 1 , particularly those living in remote areas (Guenther, 2013: 157). As

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Pathways for Indigenous Education in the Australian Curriculum Framework

Cited by 106 publications

References 1 publication

Teachers’ Attitudes to Including Indigenous Knowledges in the Australian Science Curriculum

Teachers’ Attitudes to Including Indigenous Knowledges in the Australian Science Curriculum

A comparative analysis on cultural indigenous patrimony and curriculum: Australia, Chile and South Africa.

Is Indigeneity hidden in the shadow of Australian national school reforms?

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