Toward a land-based curriculum: An Australian Indigenous discourse analysis

Abstract

Since its conception, Australia’s national education curriculum has heeded little progress toward embedding Indigenous cultures and experiences as an essential foundation of learning for Indigenous and non-Indigenous students and educators. Historically, Australia’s education curriculum and its associated policy writers continue to promote biases of low expectations by primarily locating Indigenous students within a deficit framework. This thesis shares the findings of a research project focused on understanding how Indigenous cultures and perspectives are embedded in curriculum. The use of critical discourse analysis to explore historical and current curriculum literature reveals that the ..