A culturally inclusive curriculum has long been considered beneficial to all students. The national Australian Curriculum set out to be so, including Aboriginal and Torres Strait Islander histories and cultures as a cross-curriculum priority. There is an assumption however that inclusion is an unproblematic good, and is a true representation of the 'reality' of Aboriginal and Torres Strait Islander Peoples' lived experiences and aspirations. Drawing on a Critical Discourse Analysis of the Australian Curriculum policy corpus and key informant interviews with members of an Aboriginal community, this dissertation explores how the aspirations of Aboriginal people are supported in dominant education discourses mobilised within the Australian Curriculum. The study identified a critical gap between the Australian Curriculum's positioning of Aboriginal knowledges, histories and cultures and the Aboriginal community's aspirations for their children's education. Within the Australian Curriculum policy corpus, 'Liberal Multicultural' and 'Inclusive' Discourses were dominant. Such discourses framed Aboriginal students as being vulnerable to marginalisation and in need of support to ensure equality in education. In contrast, community informants advocated for more critical discourses whereby Aboriginal students are seen as empowered, able to actively participate in mainstream society to engage in a process of community revitalisation. In drawing upon different and at times contradictory discourses to articulate their aspirations within a broader 'Community Revitalisation' Discourse, community members engaged in a creative act of bricolage in a highly contextually-dependent way.