Contesting the curriculum in the schooling of Indigenous children in Australia and the USA: from Eurocentrism to culturally powerful pedagogies
Hickling-Hudson, Anne R. & Ahlquist, Roberta (2003) Contesting the curriculum in the schooling of Indigenous children in Australia and the USA: from Eurocentrism to culturally powerful pedagogies. Comparative Education Review, 47(1), pp. 64-89.
This paper presents comparative research which examines issues in teaching Indigenous primary school students in Australia and the USA. It portrays the dilemmas for teachers and students when the curriculum is dominated by a monocultural, Eurocentric ethos. It then describes schools that have moved towards an alternative curriculum. In discussing postcolonial challenges for teacher educators and education policy makers arising out of these issues, the paper continues the debate about postcolonial approaches to cross-cultural and anti-racist education for Indigenous children in their community contexts. It argues that elements for significant educational change exist in both countries, and discusses how these changes need to be expanded and systematised to achieve a culturally powerful curriculum in Indigenous schools.
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|Item Type:||Journal Article|
|Keywords:||Indigenous schools, comparing curricula, racial ideology, unmasking whiteness, self, determination, change agendas, Aboriginalisation, cultural relevance, Australia, USA|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)|
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Comparative and Cross-Cultural Education (130302)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2003 University of Chicago Press|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||13 Oct 2005|
|Last Modified:||29 Feb 2012 22:59|
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