A critical analysis of core aboriginal studies subjects ^☆

The term ‘Aboriginal’ refers to Aboriginal Australians in New South Wales (NSW). The word ‘Indigenous’ is used by governments in Australia and refers to the first people of Australia; Aboriginal and Torres Strait Islander people. Aboriginal Studies is defined as teaching Aboriginal history, culture and values. Aboriginal Studies includes both historical and cultural perspectives of Aboriginal Australia. Aboriginal perspectives refers to teaching from an Aboriginal standpoint or view of history that is to be included in the curriculum across key learning areas in the primary school classrooms.

Abstract

Purpose

The aim of this chapter is to critically analyse multiple stakeholders’ self-perceptions of the value, nature, success and impact of core Aboriginal Studies subjects in primary teacher education university courses.

Methodology

Participants were drawn from two universities in New South Wales which taught a core Aboriginal Studies subject as part of their primary teacher education degree. The methodology was informed by Yin’s (2003) multiple-case study replication design. This replication presents a picture of the perceptions and events which have impacted on the participants in the study.

Findings

The findings have important implications for theory, research and practice. The results of this study demonstrate that core Aboriginal Studies subjects in primary teacher education courses can make a positive difference in changing the perceptions of many pre-service teachers about Aboriginal people.

Research implications

The purpose of this study was to assemble an evidence-based rationale, which includes the voices of multiple stakeholders, to test the extent to which core Aboriginal Studies subjects in primary teacher education courses are vital to improving educational outcomes for Aboriginal children, advancing reconciliation and creating a more socially just Australian society.

Implications

Undertaking professional training through a core Aboriginal Studies subject builds pre-service teachers’ self-concepts, attitudes, commitment, knowledge and skills, and ability and understandings to teach Aboriginal Studies, incorporate Aboriginal perspectives and to be committed to effectively teaching Aboriginal students.

Social implications

The study supports the need for the inclusion of core Aboriginal Studies subjects in all universities with teacher education courses.

Originality/value of the paper

Research on Indigenous students has mostly adopted a deficiency model. In contrast, this study takes an explicitly positive perspective on Indigenous student success by focusing on the active psychological ingredients that facilitate successful learning.

Citation

Mooney, J. and Craven, R.G. (2013), "A critical analysis of core aboriginal studies subjects ^☆

The term ‘Aboriginal’ refers to Aboriginal Australians in New South Wales (NSW). The word ‘Indigenous’ is used by governments in Australia and refers to the first people of Australia; Aboriginal and Torres Strait Islander people. Aboriginal Studies is defined as teaching Aboriginal history, culture and values. Aboriginal Studies includes both historical and cultural perspectives of Aboriginal Australia. Aboriginal perspectives refers to teaching from an Aboriginal standpoint or view of history that is to be included in the curriculum across key learning areas in the primary school classrooms.

", Seeding Success in Indigenous Australian Higher Education (Diversity in Higher Education, Vol. 14), Emerald Group Publishing Limited, Leeds, pp. 319-342. https://doi.org/10.1108/S1479-3644(2013)0000014014