The Aboriginal and Torres Strait Islander cross-curriculum priority in Australia’s school curriculum: Learning from First Nations educators
Bibliographic record
Abstract
The Uluru Statement from the Heart was unanimously endorsed by 250 First Nations delegates in May 2017, culminating a year’s consultation with First Nations people around Australia (Referendum Council 2017a). The Statement calls for a First Nations Voice to Parliament, a Makarrata Commission to supervise agreement-making between governments and First Nations people and truth-telling about First Nations history. These calls for Voice, Treaty and Truth were not only made to the Australian government; the statement also seeks a response from the Australian people (Referendum Council 2017b). Aboriginal and Torres Strait Islander content was mandated in Australia’s inaugural national curriculum, announced in 2008. The national curriculum resulted from increasing global economic pressures and growing federal education influence. This thesis assesses Aboriginal and Torres Strait Islander curriculum content in the context of more recent developments in Indigenous-settler relations through the Uluru Statement: how can school curriculum contribute to self-determination, sovereignty and truth-telling? The research involved two complementary parts: analysis of selected Australian curriculum policies and conversations with First Nations educators. Poststructural analysis of the Australian goals of schooling and the Aboriginal and Torres Strait Islander cross-curriculum framework considered how curriculum policies reflect and construct Indigenous-settler relations. The second component privileged the voices of six senior First Nations educators at the forefront of integrating Indigenous knowledge and culture in school and/or tertiary curriculum and research in Indigenous Studies and other disciplines. Thematic analysis synthesises the experience and advice of these First Nations educators to provide guidance for truth-telling, self-determination and sovereignty within Aboriginal and Torres Strait Islander curriculum. The research clearly points to a need for change in Aboriginal and Torres Strait Islander curriculum development. Recommendations to support truth-telling and contribute to First Nations self-determination and sovereignty through curriculum are provided for curriculum writers and policy makers. Curriculum that tells truths about Australia’s colonised history and supports First Nations self-determination and sovereignty assists all Australian students to understand the complexities of history as well as understand and appreciate the diversity, resilience and knowledges of First Nations Peoples.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.011 | 0.006 |
| Scholarly communication | 0.008 | 0.006 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".