The "Last Frontier" for Curriculum Framework: Reflections On An Australian Indigenous Business Tertiary Degree
Keith C. Truscott, Lesley Newhouse-Maiden.
First, a description of the first three year process of developing, implementing and monitoring the new curriculum will be theoretically tested for its credibility (Print 1971), (Truscott 2001). The level of participation of all stakeholders will be assessed also.
Second, an explanation of the “acquiescence” model of cultural difference will be forthcoming. This model has developed from a mix of global and local frames of reference. The more common global reference theorists advocate cross cultural communication theory (Hesselgrave 1991), categorisation of culture and cultural systems (Harris and Moran 1999), six dimensions of cultural diversity (Hampden-Turner and Trompenaars 2000) and seven dimensions of cultural difference (Hofstede’s 2001). Next, some local models of cultural change presented tend to advocate consideration of a “frontier thesis” (Turner’s 1920), cultural contract perspectives (Francis 1981), cultural boundaries (Milnes 1985) and resistant “frontier” concepts (Reynolds 1996). Finally, the mix of global and local frames of reference is then checked against a suggested three tier system of individual, family and community responses for a particular group of Australian Indigenous tertiary business students.
Thirdly, the “acquiescence” model of cultural difference will be applied on the previously described curriculum process of the new degree. This seeks to ask a key question. “Who, what, when, where, why, how and who is being acquiesced in the cross-cultural relationship?” Some of the answers will give interesting insights as to the presuppositions, locus of control, “last frontier” experiences, and construction of curriculum developers.
Keith C. Truscott (Australia)
Lecturer in Indigenous Australian Studies
School of Indigenous Australian Studies
Edith Cowan University
Born in Larrakia country (Darwin, Northern Territory) and spent childhood years in Mission home. Received formal non-Indigenous education to University level. I am married with three children and several grandchildren. Interests are development of Indigenous community in spiritual, political, economic, technological and social areas.
Lesley Newhouse-Maiden (Australia)
(Virtual Presentation, English)