Designing higher education curriculum in partnership with Aboriginal stakeholders: an action research project in visual arts education

Abstract

Discipline-based curriculum designers in teacher education programs are yet to develop extensive partnerships with Aboriginal community, professional and industry partners in order to match Aboriginal community aspirations and policy expectations. Is it desirable for mainstream teachers to develop cultural competencies in pre-service programs in their discipline area/s as a foundational means of supporting Aboriginal learners to achieve equitable educational outcomes and to engage constructively in teaching/learning about Aboriginal Australia?