Teachers' attitudes to including Indigenous knowledges in the Australian science curriculum

Article


Baynes, Renee. 2016. "Teachers' attitudes to including Indigenous knowledges in the Australian science curriculum." The Australian Journal of Indigenous Education. 45 (1), pp. 80-90. https://doi.org/10.1017/jie.2015.29
Article Title

Teachers' attitudes to including Indigenous knowledges in the Australian science curriculum

ERA Journal ID11099
Article CategoryArticle
Authors
AuthorBaynes, Renee
Journal TitleThe Australian Journal of Indigenous Education
Journal Citation45 (1), pp. 80-90
Number of Pages11
Year2016
PublisherUniversity of Queensland
Place of PublicationUnited Kingdom
ISSN1326-0111
2049-7784
Digital Object Identifier (DOI)https://doi.org/10.1017/jie.2015.29
Web Address (URL)https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/teachers-attitudes-to-including-indigenous-knowledges-in-the-australian-science-curriculum/FEBB21206AC08A8DD08D25D74040089C
Abstract

With the introduction of the Australian National Curriculum containing the Aboriginal and Torres Strait Islander Histories and Cultures Cross-Curriculum Priority (CCP) and Intercultural Understanding General Capability, there has been a renewed push to embed Indigenous content into secondary school subjects. This paper considers the attitudes and beliefs of a group of secondary school science teachers to the current imperative to include Indigenous knowledges and perspectives in classroom practice. Through a Participatory Action
Research (PAR) cycle, teachers contextualised and conceptualised the CCP in terms of social justice, pedagogy, and student engagement. The PAR process allowed them to develop a personal and intellectual engagement prior to attempting to teach Indigenous knowledges in their classrooms. Teacher attitudes and beliefs are identified in terms of their vision of a science education inclusive of Indigenous content, their hopes for the inclusions and the impediments they perceive to implementation in classroom practice. Allowing teachers the
opportunity to engage in meaningful dialogue resulted in the articulation of a path forward for their teaching practice that aligned with their political and social justice concerns.

Keywordsnational curriculum, curriculum implementation, teacher attitudes, Aboriginal knowledge, science education, social justice
ANZSRC Field of Research 2020390102. Curriculum and pedagogy theory and development
399999. Other education not elsewhere classified
390113. Science, technology and engineering curriculum and pedagogy
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsCollege for Indigenous Studies, Education and Research
Institution of OriginUniversity of Southern Queensland
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