Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/22315
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dc.contributor.authorParkinson, Chloe Elizabethen
dc.contributor.authorTakayama, Keitaen
dc.contributor.authorBoughton, Roberten
dc.contributor.authorJones, Tiffanyen
dc.date.accessioned2018-01-11T10:24:00Z-
dc.date.created2017en
dc.date.issued2017-
dc.identifier.urihttps://hdl.handle.net/1959.11/22315-
dc.description.abstractA culturally inclusive curriculum has long been considered beneficial to all students. The national Australian Curriculum set out to be so, including Aboriginal and Torres Strait Islander histories and cultures as a cross-curriculum priority. There is an assumption however that inclusion is an unproblematic good, and is a true representation of the 'reality' of Aboriginal and Torres Strait Islander Peoples' lived experiences and aspirations. Drawing on a Critical Discourse Analysis of the Australian Curriculum policy corpus and key informant interviews with members of an Aboriginal community, this dissertation explores how the aspirations of Aboriginal people are supported in dominant education discourses mobilised within the Australian Curriculum. The study identified a critical gap between the Australian Curriculum's positioning of Aboriginal knowledges, histories and cultures and the Aboriginal community's aspirations for their children's education. Within the Australian Curriculum policy corpus, 'Liberal Multicultural' and 'Inclusive' Discourses were dominant. Such discourses framed Aboriginal students as being vulnerable to marginalisation and in need of support to ensure equality in education. In contrast, community informants advocated for more critical discourses whereby Aboriginal students are seen as empowered, able to actively participate in mainstream society to engage in a process of community revitalisation. In drawing upon different and at times contradictory discourses to articulate their aspirations within a broader 'Community Revitalisation' Discourse, community members engaged in a creative act of bricolage in a highly contextually-dependent way.en
dc.languageenen
dc.titleExploring How Australia's National Curriculum Supports the Aspirations of Aboriginal Peopleen
dc.typeThesis Doctoralen
dcterms.accessRightsUNE Greenen
dc.subject.keywordsEducation systemsen
dc.subject.keywordsHumanities and Social Sciences Curriculum and Pedagogy (excl Economics, Business and Management)en
dc.subject.keywordsAboriginal and Torres Strait Islander Educationen
local.contributor.firstnameChloe Elizabethen
local.contributor.firstnameKeitaen
local.contributor.firstnameRoberten
local.contributor.firstnameTiffanyen
local.subject.for2008130301 Aboriginal and Torres Strait Islander Educationen
local.subject.for2008130199 Education systems not elsewhere classifieden
local.subject.for2008130205 Humanities and Social Sciences Curriculum and Pedagogy (excl Economics, Business and Management)en
local.subject.seo2008939901 Aboriginal and Torres Strait Islander Educationen
local.subject.seo2008930399 Curriculum not elsewhere classifieden
dcterms.RightsStatementCopyright 2017 - Chloe Elizabeth Parkinsonen
dc.date.conferred2017en
local.thesis.degreelevelDoctoralen
local.thesis.degreenameDoctor of Philosophyen
local.contributor.grantorUniversity of New Englanden
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailcparkin4@une.edu.auen
local.profile.emailktakayam@une.edu.auen
local.profile.emailrboughto@une.edu.auen
local.profile.emailtjones35@une.edu.auen
local.output.categoryT2en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune_thesis-20170309-15040en
local.access.fulltextYesen
local.contributor.lastnameParkinsonen
local.contributor.lastnameTakayamaen
local.contributor.lastnameBoughtonen
local.contributor.lastnameJonesen
dc.identifier.staffune-id:cparkin4en
dc.identifier.staffune-id:ktakayamen
dc.identifier.staffune-id:rboughtoen
dc.identifier.staffune-id:tjones35en
local.profile.orcid0000-0002-7724-7162en
local.profile.roleauthoren
local.profile.rolesupervisoren
local.profile.rolesupervisoren
local.profile.rolesupervisoren
local.identifier.unepublicationidune:22504en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleExploring How Australia's National Curriculum Supports the Aspirations of Aboriginal Peopleen
local.output.categorydescriptionT2 Thesis - Doctorate by Researchen
local.thesis.borndigitalyesen
local.search.authorParkinson, Chloe Elizabethen
local.search.supervisorTakayama, Keitaen
local.search.supervisorBoughton, Roberten
local.search.supervisorJones, Tiffanyen
local.open.fileurlhttps://rune.une.edu.au/web/retrieve/7de9ac75-28dc-49a4-a3e2-53c492b796f5en
local.open.fileurlhttps://rune.une.edu.au/web/retrieve/9295d400-a858-41fe-9b9e-459d3a914f3aen
local.uneassociationYesen
local.year.conferred2017en
local.fileurl.openhttps://rune.une.edu.au/web/retrieve/9295d400-a858-41fe-9b9e-459d3a914f3aen
local.fileurl.openhttps://rune.une.edu.au/web/retrieve/7de9ac75-28dc-49a4-a3e2-53c492b796f5en
local.subject.for2020450299 Aboriginal and Torres Strait Islander education not elsewhere classifieden
local.subject.for2020390399 Education systems not elsewhere classifieden
local.subject.for2020390106 Geography education curriculum and pedagogyen
Appears in Collections:School of Education
Thesis Doctoral
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