Contesting the Curriculum in the Schooling of Indigenous Children in Australia and the United States: From Eurocentrism to Culturally Powerful Pedagogies.
Overview & Synopsis
Case studies of Eurocentric versus culturally relevant educational practices with Indigenous students were carried out in four Australian and U.S. schools that were mainstream or community-controlled schools. Comparisons focus on colonial versus postcolonial perspectives on curriculum content, the dilemma of unsuitable high-stakes assessments linked to monocultural mainstream standards, the teaching of Indigenous languages and cultures, and needs for teacher education. (SV)
Indexed from repository: ERIC (Education Resources)
(
eric.ed.gov)
Document Information
| Document Title | Contesting the Curriculum in the Schooling of Indigenous Children in Australia and the United States: From Eurocentrism to Culturally Powerful Pedagogies. |
|---|---|
| Author / Organization | Hickling-Hudson, Anne, Ahlquist, Roberta |
| Subject & Discipline | Aboriginal Australians, American Indian Education, American Indians |
| Categories | Education & Pedagogy |
| Publication Year | 2003 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-101522 |
| Original Source Link | Visit Source Page on eric.ed.gov » |