Indigenous knowledge in the Australian national curriculum for science: from conjecture to classroom practice

摘要

AbstractIn most countries of the world, a culturally-specific (Western) form of science has masqueraded as universal, true and irrefutable. With the introduction of the first national Australian curriculum, Western science and its epistemological base have been challenged by formal expectations that Australian Aboriginal and Torres Strait Islander knowledges be included in formal school science programs. This paper draws upon two studies that have addressed the preparedness of the educational community to take up the challenges and opportunities this development offers. The first study drew on the reactions of heads of science departments in secondary schools and the second looked at ways in which a group of educators are working to meet the expectation.