This edited volume brings together diverse perspectives on Australian literacy education for Indigenous peoples, highlighting numerous educational approaches, ideologies and aspirations.
The Australian Indigenous context presents unique challenges for educators working across the continent in settings ranging from urban to remote, and with various social and language groups. Accordingly, one of the book’s main goals is to foster dialogue between researchers and practitioners working in these contexts, and who have vastly different theoretical and ideological perspectives. It offers a valuable resource for academics and teachers of Indigenous students who are interested in literacy-focused research, and complements scholarship on literacy education in comparable Indigenous settings internationally.
Tabella dei contenuti
1 introduction.- Section 1 Examining the l Ocal: Theory and practice.- 2 The Evidence of Literacy Learning Through Contemporary Kunibídji Knowledge Systems.- 3 The Evidence of Literacy Learning Through Contemporary Kunibídji Knowledge Systems.- 4 Durithunga Boul: A pattern of respectful relationships, reciprocity and socially just literacy education in one urban school.- 5 Family story time.- 6 Confessions from a reading program: building connections, competence and confidence.- 7 Talking and writing to develop mathematical meanings in a remote Indigenous context.- 8 Indigenous doctoral literacy in the Humanities and Social Sciences.- 9 Preparing pre-service teachers to teach literacy in remote spaces.- Section 2 Examining the systemic: Theory and practice.- 10 A long unfinished struggle: literacy education and Indigenous cultural and language rights.- 11 Embedding evidence based practice into a remote Indigenous early learning and parenting program: A systematic approach.- 12 Early Literacy: strengthening outcomes through processes of collaboration and engagement.- 13 “Just teach our kids to read”: Efficacy of intensive reading interventions for both younger and older low-progress readers in schools serving mainly remote Indigenous communities.- 14 A Case Study of Controversy: the Cape York Aboriginal Australian Academy.- 15 Good theory, good systems: An instance of accelerated literacy pedagogy implementation.- 16 ‘A strong belief in the possibility of a better life’. The pedagogy of contingency and the ethic of solidarity in the Yes, I Can! Aboriginal Adult Literacy Campaign.- 17 Afterword: Being literate in ‘Australian’: The future can.
Circa l’autore
Dr Jennifer Rennie is a Senior Lecturer in Literacy Education at the Faculty of Education, Monash University. Prior to working in higher education, she worked as a primary and high school teacher. Her chief research interests are Indigenous literacies, students who are marginalised from mainstream schooling, and reading pedagogies for disengaged adolescent readers. She has maintained a long-standing affiliation with the Australian Literacy Educators Association, and was the recipient of the ALEA medal for outstanding service to the association and the profession in 2015. She recently took office as Vice President of ALEA. In addition, she has been Managing Editor of the Australian Journal of Language and Literacy since 2009.
Dr Helen Harper has worked as a researcher and lecturer in language and literacy education, as a linguist in remote Indigenous communities, and as a teacher of English as an Additional Language. Currently she is a Senior Lecturer at the School of Education, University of New England (UNE), where she teaches English language and literacy education. Helen’s research interests include pedagogies for educationally marginalised students, pedagogies of literacy, and classroom interactions. Before taking up her post at the UNE in 2018, Helen spent more than two decades in the Northern Territory, where she worked as a researcher and educator.
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