Abstract A culturally inclusive curriculum has increasingly been considered beneficial to all students. The national Australian Curriculum set out to be inclusive, containing the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority. Some education discourses can assume however that inclusion is an unproblematic good, and a true representation of the ‘reality’ of Aboriginal Peoples’ lived experiences and aspirations. This article presents a study exploring how the aspirations of Aboriginal people are supported in dominant education discourses mobilised within the Australian Curriculum. The study firstly applied Critical Discourse Analysis to the Curriculum policy corpus, to explore the Indigenous education discourses privileged and marginalised within it. It then utilised informant interviews with members of an Aboriginal community, to explore their education aspirations for the community’s children. The results revealed a critical gap between the Curriculum’s positioning of Aboriginal knowledges, histories and cultures; and the Aboriginal community’s aspirations for their children’s education. They highlight the need for the Curriculum to offer critical-oriented learning opportunities whilst remaining flexible, to support localised aspirations and approaches.

中文翻译：

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土著人民的愿望与澳大利亚课程：批判性分析

摘要越来越多的文化包容性课程被认为对所有学生都有益。澳大利亚的国家课程设置为包容性课程，其中包含原住民和托雷斯海峡岛民的历史和文化，跨课程优先。但是，某些教育话语可以假定包容性是毫无问题的商品，是原住民生活经历和愿望的“真实”的真实体现。本文提出了一项研究，探讨如何在澳大利亚课程中动员的主导性教育课程中支持土著人民的愿望。该研究首先将批判性话语分析应用于课程政策语料库，以探讨其中的特权和边缘化的土著教育话语。然后，它利用对原住民社区成员的知情访谈，以探索他们对社区儿童的教育愿望。结果表明，课程在土著知识，历史和文化定位方面存在严重差距；以及原住民社区对其子女的教育抱负。它们强调课程必须提供以批判为导向的学习机会，同时保持灵活性，以支持本地化的愿望和方法。