Working from the proposed framework identified by Authors (2016), the I-SLATE framework, shown in Fig. 1, attempts to bridge knowledge systems by standardizing a way in which to generate Indigenous knowledge and to incorporate it in to non-Indigenous curriculum in an authentic and relevant way.
This paper provides qualitative analysis of Indigenous knowledge and curriculum expert interviews with the purpose of providing feedback on the I-SLATE framework of Authors (2016).
Secondly, using the framework, we designed prototype learning tools and presented case study examples to Indigenous knowledge and curriculum experts in the field then performed one-on-one interviews using open-ended questioning techniques to gather data.
Tens of thousands of Ontario students left their classrooms today to protest the rollback of sex-ed and the cutting of an Indigenous reconciliation-focused curriculum by Doug Ford's Progressive Conservative government.
The linguistic values may then be associated with learning object(s) or module(s), for example, Euro-centric learning objects (already in the curriculum) or Indigenous learning objects that were created during the Learning Design phase.
The students called upon government leaders to generate change, beginning with more dialogue with teachers, more places for students to gather and work together, and the introduction of indigenous languages into the curriculum.
The review found problems with the operation of the three existing cross-curriculum priorities: Indigenous histories and cultures, Australia's engagement with Asia, and sustainability.
A team from the CDD, MOE has visited the indigenous primary schools for a curriculum project in the year of 2007, one of the member of the team is a preschool officer.
By using a standardized framework as the pedagogical foundation for bridging knowledge systems, this study explores ways in which ICT may be leveraged to incorporate Indigenous knowledge in to Western curriculum to allow learning to occur in a relevant, authentic, and novel way.
The review suggests that we need to be careful to "balance" Indigenous perspectives in the Australian students' curriculum.
