Thesis
A Critical Discourse Analysis of the Aboriginal and Torres Strait Islander Cross Curriculum Priority in the Australian Geography Curriculum
University of the Sunshine Coast, Queensland
Master of Education by Research, University of the Sunshine Coast
2016
DOI:
https://doi.org/10.25907/00326
Abstract
The Australian Curriculum includes Aboriginal and Torres Strait Islander histories and cultures as a Cross Curriculum Priority across all key learning areas. The Australian education system is largely based upon Anglo-Saxon values, beliefs and worldviews. This Critical Discourse Analysis examines the positioning of Aboriginal and Torres Strait Islander content in relation to Geography Curriculum content. The purpose of this research was to understand how Indigenous content has been re-contextualised, to determine how Australian school teachers interpret Indigenous content in disciplinary areas. The positioning of Indigenous content was examined through the application of Critical Discourse Analysis tools. A cultural analysis tool was also used to measure the breadth of content and the depth of perspective of Aboriginal and Torres Strait Islander curriculum content. From all levels of analysis, it was found that Aboriginal and Torres Strait Islander histories and cultures are positioned in states of uncertainty and irrelevance due to their re-contextualisation as a Cross Curriculum Priority. These findings raise serious questions regarding the inclusion of Cross Curriculum Priorities in the Australian Curriculum. It is evident from the findings of this research that the current positioning and re-contextualisation of Aboriginal and Torres Strait Islander histories and cultures in the Geography Curriculum does not meet the intended purpose of its development or recommendations made by The Ministerial Council on Education, Employment, Training and Youth Affairs.
Details
- Title
- A Critical Discourse Analysis of the Aboriginal and Torres Strait Islander Cross Curriculum Priority in the Australian Geography Curriculum
- Authors
- Bartholomew Stanford
- Contributors
- Deborah Heck (Supervisor)
- Awarding institution
- University of the Sunshine Coast
- Degree awarded
- Master of Education by Research
- Publisher
- University of the Sunshine Coast, Queensland
- DOI
- 10.25907/00326
- Organisation Unit
- School of Education - Legacy; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99451267802621
- Output Type
- Thesis
Metrics
411 File views/ downloads
1941 Record Views