School Based Curriculum Development in Aboriginal Studies
Abstract
In this paper I will draw attention to some basic considerations which my research* would suggest are needed in curriculum development in Aboriginal studies. The research is aimed at identifying basic research findings from which propositions can be formed and constructs for curriculum development formulated. This will enable practical classroom procedures and methods, as well as curricula, to be developed. There is no body of educational knowledge in Aboriginal studies particularly, or ethnic studies generally, which allows a theoretical framework for the curriculum developer to work from. The following considerations may be useful in this regard.
Firstly, what does one mean by curriculum, and why refer to curriculum development? Generally, curriculum researchers refer to the curriculum in a much broader way than has been the custom traditionally. (Musgrave, 1974; Hurst, 1974; Walton, 1971; Stenhouse, 1975). For the purpose of this research, the curriculum is considered as the experiences the child will meet with at school as the result of the planned efforts of the school to meet its aims and objectives. This is wider than the old concept of the curriculum which had to do with courses of study in the classroom and planned syllabuses. In the new sense of curriculum, all aspects of school life must be considered. Therefore, a particular model for curriculum development will be suggested, but more essentially what will be stressed is that a model for curriculum development be followed. Intuitive leaps in the dark have seemed to be the pattern, albeit well intentioned.
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