A qualitative and quantitative study of Indigenous content in curriculum

澳大利亚课程中的土著课程内容是改善土著学生成绩的最新尝试。该项目旨在调查教师如何处理这一跨课程任务，考虑教师对土著内容教学的态度，并确定阻碍这一内容教学成功的复杂因素。采用政策分析、调查研究和定性研究相结合的创新设计，考虑影响这项政策任务成功的结构、认识和课程因素。这将阐明理解将土著内容纳入课程的新方法的负担能力和制约因素。

The Indigenous curriculum content in the Australian Curriculum, is tasked as the latest attempt to improve outcomes for Indigenous students. This project aims to investigate how teachers approach this cross-curriculum mandate, consider teachers’ attitudes regarding the teaching of Indigenous content, and identify the complex factors that act as barriers to the success of teaching this content. Employing an innovative design that combines policy analysis, survey research and qualitative research to consider the structural, epistemic and curriculum factors impacting on the success of this policy mandate. This will illuminate the affordances and constraints of new ways of understanding the inclusion of Indigenous content into the curriculum.