Contesting the curriculum in the schooling of Indigenous children in Australia and the USA: from Eurocentrism to culturally powerful pedagogies

Abstract

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.