Aboriginal Policy Research Consortium International (APRCi)
 

Document Type

Article

Publication Date

2-2011

Journal

Critical Studies in Education

Volume

52

Issue

1

First Page

65

Last Page

76

URL with Digital Object Identifier

http://dx.doi.org/10.1080/17508487.2011.536513

Abstract

This project is based on research conducted with 12 schools in New South Wales, Australia. It examines how each school incorporates Aboriginal perspectives in its Kindergarten to Year 6 program with a view to identifying quality practice. As we inter- viewed teachers in these schools, it became clear that there is considerable confusion over the difference between Aboriginal perspectives and Aboriginal knowledge with both concepts being used interchangeably to teach syllabus content and information about Aboriginal people. We endeavour to clarify these concepts and to suggest how teachers might incorporate Aboriginal knowledge in their programs, without recreating some of the stereotypical representations that are often an effect of current pedagogies.


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