The re-creation and resolution of the ‘problem’ of Indigenous education in the Aboriginal and Torres Strait Islander cross-curriculum priority

Jacinta Maxwell, Kevin Lowe, Peta Salter

    Research output: Contribution to journalArticlepeer-review

    13 Citations (Scopus)

    Abstract

    This paper focuses on the ‘problem’ of Aboriginal and Torres Strait Islander education represented in the Australian Curriculum’s Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority. Looking beyond particular curriculum content, we uncover the policy discourses that construct (and reconstruct) the cross-curriculum priority. In the years after the Australian Curriculum’s creation, curriculum authors have moulded the priority from an initiative without a clear purpose into a purported solution to the ‘Indigenous problem’ of educational underachievement, student resistance and disengagement. As the cross-curriculum priority was created and subsequently reframed, the ‘problem’ of Aboriginal and Torres Strait Islander education has thereby been manifested in policy, strategised as curriculum content and precipitated in the cross-curriculum priority. These policy problematisations perpetuate contemporary racialisation and actively construct Aboriginal and Torres Strait Islander people, histories and knowledges as deficient.
    Original languageEnglish
    Pages (from-to)161–177
    Number of pages17
    JournalThe Australian Educational Researcher
    Volume45
    Issue number2
    DOIs
    Publication statusPublished - Apr 2018

    Keywords

    • policy problematisation
    • Aboriginal and Torres Strait Islander education
    • Indigenous education
    • Australian curriculum
    • cross-curriculum priority

    Fingerprint

    Dive into the research topics of 'The re-creation and resolution of the ‘problem’ of Indigenous education in the Aboriginal and Torres Strait Islander cross-curriculum priority'. Together they form a unique fingerprint.

    Cite this