Year: 2025
Type: article
Abstract: The integration of Indigenous Knowledge into Australian educational curricula has been a longstanding objective of Indigenous Peoples. While the introduction of the cross-curriculum priority, Aboriginal and Torres Strait Islander histories and cultures, in 2008 partially addressed this goal, a significant gap between policy intentions and practical implementation has since emerged. This paper provides a critical analysis of the Australian educational landscape, highlighting the persistent challenges in implementing Indigenous content despite policy initiatives. It explores the impact of the current teacher shortage crisis and the trend of positioning educational resources as a solution to teacher workload issues. Against this backdrop, the paper introduces Ngarrngga, a comprehensive nation-building program designed to empower educators to confidently showcase Indigenous Knowledge within the Australian educational system. By situating Ngarrngga within the broader context of Australian educational reform, this paper contributes to ongoing discussions on cultural inclusivity and Indigenous rights in education. The paper argues for a systemic approach to integrating Indigenous Knowledge, potentially serving as a model for similar initiatives globally. Through this analysis, the paper aims to advance understanding of the complexities involved in bridging the gap between educational policy and practice, particularly in the realm of Indigenous knowledge incorporation.
Author: Melitta Hogarth
Institution: The University of Melbourne
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
Estimated APC paid: $3,190
Funder: BHP Billiton
OpenAlex ID: W4416786218