A comparative analysis on cultural indigenous patrimony and curriculum: Australia, Chile and South Africa.
DOI:
https://doi.org/10.31619/caledu.n46.6Keywords:
curriculum, identity, indigenous knowledge, national integrationAbstract
The purpose of this article is to conduct a comparative analysis of national curriculum regarding the way indigenous culture patrimony is treated in three different contexts; Australia, Chile and South Africa. The following curriculum is analyzed; Australian case Cross-Curriculum Priorities: Aboriginal and Torres Strait Islander Histories and Cultures (2015); South African case, National Curriculum Statements: Grades R-12 (2013), and finally for the Chilean case Marco Curricular Lengua Indígena 1º a 6º básico (2009). This study suggests that it is necessary to value indigenous culture patrimony in the curriculum. The challenge for curriculum developers, however, lies within the creation of strategies and orientations for contextualized learning with indigenous and non-indigenous students. The analysis conducted uses a qualitative methodology, comparing the cases along three dimensions: identity, curricular categorization and indigenous content knowledge. The results allow for the development of curriculum projections on an adequate focus of indigenous culture patrimony, considering as a priority, the validation of these communities' knowledge. This study concludes that in all three cases, a monocultural curriculum has been preserved, incorporating a limited vision of indigenous culture patrimony. This option has affected processes of identity building, national integration and cultural differentiation.
Downloads
Published
Issue
Section
License
Copyright (c) 2017 Calidad en la Educación
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain their Copyright and only transfer a part of these to the journal, accepting the following conditions:
Authors keep their rights as authors and guarantee the right to the journal for the first publication of their work, which is simultaneously subject to the Creative Commons Attribution license allowing third parties to share the study accrediting the author and first publication in this journal.
Authors may adopt other non-exclusive license agreements for distribution of the version of the published work (e.g. inclusion in an institutional thematic file or publication in a monographic volume) accrediting initial publication in this journal.
Authors are allowed and recommended to share their work over the Internet (e.g. in institutional telematic files or their website) before and during the submission process, which may lead to interesting exchanges and increased citation of the published work. (See The effect of open access).