Promoting First Nations science capital: reimagining a more inclusive curriculum

Abstract

This article offers a critical examination of First Nations1 perspectives in the newly revised Australian Science Curriculum. Despite recent revisions, our analysis indicates that the curriculum continues to marginalise and overlook the rich scientific contributions of First Nations communities in Australia. We employ a science capital lens to probe the design of the curriculum. While the curriculum incorporates elaborations related to First Nations contexts, they are offered to educators as optional, or only intended to be embedded through content descriptions as a cross-curriculum priority. Our research proposes the possibility of a transformative curriculum, one that better acknowledges and embeds First Nations science capital. Emphasising the need for local relevance, this approach advocates for co-constructing learning experiences with First Nations communities and repositioning First Nations perspectives in the curriculum. The study explores the dynamics of collaborating with First Nations stakeholders in curriculum design, highlighting how such partnerships can enrich the exchange of science capital and contribute to a more holistic science education. This integration is crucial for preparing all students to navigate and contribute to the increasingly diverse and multicultural dimensions of society-which include different perspectives of science and science capital, and ultimately promotes a more inclusive science education.