The intellectual quality and inclusivity of Aboriginal and Torres Strait Islander content in the NSW Stage 5 History syllabus

Abstract

This study compares the intellectual quality and inclusivity of Aboriginal and Torres Strait Islander content in the NSW 2003 Stage 5 History syllabus and the NSW 2012 Stage 5 History syllabus. The significance of this analysis lies in the impact of the Australian Curriculum (AC) Aboriginal and Torres Strait Islander Cross Curriculum Priority (CCP) introduced into the NSW 2012 Stage 5 History syllabus. The purpose of this priority is to improve student engagement with Aboriginal and Torres Strait Islander histories and cultures (BOSTES, 2012). This study identifies the level of intellectual quality by coding cognitive processes with knowledge dimensions and the level of inclusivity by coding the CCP themes with the continuum of history concepts for each syllabus. Analysis revealed that the level of intellectual quality and the level of inclusivity of both syllabi are in the lower range thus operating at a surface level of knowledge and understanding. We therefore argue that the paucity of intellectual rigour and in-depth understandings about Aboriginal and Torres Strait Islander histories, cultures and peoples will fail to redress the tokenistic and misinformed understandings of Indigenous cultures that permeate the Australian schooling institution, whilst simultaneously failing to meet the intended requirements of the AC.