Promoting First Nations science capital: reimagining a more inclusive curriculum
This article offers a critical examination of First NationsFootnote1 perspectives in the newly revised Australian Science Curriculum. Despite recent revisions, our analysis indicates that the curriculum continues to marginalise and overlook the rich scientific contributions of First Nations communit...
| Main Authors: | , , |
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| Format: | Journal Article |
| Published: |
Taylor & Francis
2024
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| Online Access: | http://hdl.handle.net/20.500.11937/95180 |
| _version_ | 1848765978319519744 |
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| author | Cooper, Grant Fricker, Al Gough, Annette |
| author_facet | Cooper, Grant Fricker, Al Gough, Annette |
| author_sort | Cooper, Grant |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This article offers a critical examination of First NationsFootnote1 perspectives in the newly revised Australian Science Curriculum. Despite recent revisions, our analysis indicates that the curriculum continues to marginalise and overlook the rich scientific contributions of First Nations communities in Australia. We employ a science capital lens to probe the design of the curriculum. While the curriculum incorporates elaborations related to First Nations contexts, they are offered to educators as optional, or only intended to be embedded through content descriptions as a cross-curriculum priority. Our research proposes the possibility of a transformative curriculum, one that better acknowledges and embeds First Nations science capital. Emphasising the need for local relevance, this approach advocates for co-constructing learning experiences with First Nations communities and repositioning First Nations perspectives in the curriculum. The study explores the dynamics of collaborating with First Nations stakeholders in curriculum design, highlighting how such partnerships can enrich the exchange of science capital and contribute to a more holistic science education. This integration is crucial for preparing all students to navigate and contribute to the increasingly diverse and multicultural dimensions of society-which include different perspectives of science and science capital, and ultimately promotes a more inclusive science education. |
| first_indexed | 2025-11-14T11:43:50Z |
| format | Journal Article |
| id | curtin-20.500.11937-95180 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T11:43:50Z |
| publishDate | 2024 |
| publisher | Taylor & Francis |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-951802024-07-02T04:22:55Z Promoting First Nations science capital: reimagining a more inclusive curriculum Cooper, Grant Fricker, Al Gough, Annette This article offers a critical examination of First NationsFootnote1 perspectives in the newly revised Australian Science Curriculum. Despite recent revisions, our analysis indicates that the curriculum continues to marginalise and overlook the rich scientific contributions of First Nations communities in Australia. We employ a science capital lens to probe the design of the curriculum. While the curriculum incorporates elaborations related to First Nations contexts, they are offered to educators as optional, or only intended to be embedded through content descriptions as a cross-curriculum priority. Our research proposes the possibility of a transformative curriculum, one that better acknowledges and embeds First Nations science capital. Emphasising the need for local relevance, this approach advocates for co-constructing learning experiences with First Nations communities and repositioning First Nations perspectives in the curriculum. The study explores the dynamics of collaborating with First Nations stakeholders in curriculum design, highlighting how such partnerships can enrich the exchange of science capital and contribute to a more holistic science education. This integration is crucial for preparing all students to navigate and contribute to the increasingly diverse and multicultural dimensions of society-which include different perspectives of science and science capital, and ultimately promotes a more inclusive science education. 2024 Journal Article http://hdl.handle.net/20.500.11937/95180 10.1080/09500693.2024.2354077 http://creativecommons.org/licenses/by-nc-nd/4.0/ Taylor & Francis fulltext |
| spellingShingle | Cooper, Grant Fricker, Al Gough, Annette Promoting First Nations science capital: reimagining a more inclusive curriculum |
| title | Promoting First Nations science capital: reimagining a more inclusive curriculum |
| title_full | Promoting First Nations science capital: reimagining a more inclusive curriculum |
| title_fullStr | Promoting First Nations science capital: reimagining a more inclusive curriculum |
| title_full_unstemmed | Promoting First Nations science capital: reimagining a more inclusive curriculum |
| title_short | Promoting First Nations science capital: reimagining a more inclusive curriculum |
| title_sort | promoting first nations science capital: reimagining a more inclusive curriculum |
| url | http://hdl.handle.net/20.500.11937/95180 |