The purpose of this article is to propose theory and knowledge from the peripheral space. Through an analysis of historical and contemporary perspectives of curriculum, the intent of this article is to make explicit the story of curriculum, and the influence of poststructuralist, postmodern, and postcolonial paradigms on the development of Aboriginal curriculum. This article will explore the philosophical and ontological basis of Aboriginal knowledge and its implications for curricular theory.
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Angelina Weenie (2008) studied this question.
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