MacGill, B.2025-12-182025-12-182022Curriculum Perspectives, 2022; 42(2):185-1890159-78682367-1793https://hdl.handle.net/11541.2/31326This paper frames this conversation with recognition of the diversity of Australian teachers, the greater need to support all teachers, and to challenge the way in which policy decisions can add layers of complexity for teachers. Importantly, teachers have been called upon to embed the CCPs with limited time or space to embody new knowledge on an ontological and epistemological level. Globalisation and neoliberal frameworks are anathema to integrationist, site-specific Indigenous knowledge and pluralist world views that are a required way of thinking for educators working with the priorities. Furthermore, schooling is grounded in white middle-class habitus (Bourdieu and Passeron, 1990) that operates through pedagogy, curriculum, and practises that move horizontally through schools into the wider community as a normative ontological model.enCopyright 2022 The author(s). This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. (http://creativecommons.org/licenses/by/4.0/)arts curriculumAustralian teachersAustralian CurriculumAssessment and Reporting Authority (ACARA)Journal article10.1007/s41297-022-00172-w2-s2.0-85140207308