ABSTRACT
Indigenous families who aspire to have their children succeed in the dominant white Australian curriculum, or in a curriculum that is more culturally inclusive, face many problems of entrenched disadvantage and institutional ignorance. Accordingly, this project has attempted to develop curriculum constructs to meet diverse cultural need through investigating the development, implementation and theorising of a democratic and inclusive narrative curriculum. Portfolios of student narrative work from one Indigenous school have been compiled, from which exemplars of practice and knowledge have been identified. Such exemplars embody community understanding, history and culture and provide key aspects of the curriculum for ongoing investigation and learning. Tentative outcomes thus far suggest promising steps towards local reconciliation are possible through a narrative inquiry curriculum that brings communities together.
