Literacy Education and Indigenous Australians: Theory, Research and Practice

Description

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. Front Matter ....Pages i-xi Why a Book About Indigenous Literacy Education in Australia? (Helen Harper, Jennifer Rennie)....Pages 1-12 Front Matter ....Pages 13-13 The Evidence of Literacy Learning Through Contemporary Kunibídji Knowledge Systems (Lena Djabibba, Glenn Auld, Joanne O’Mara)....Pages 15-32 Sensory Ways to Indigenous Multimodal Literacies: Hands and Feet Tell the Story (Kathy A. Mills, Jane Dooley)....Pages 33-50 Durithunga Boul: A Pattern of Respectful Relationships, Reciprocity and Socially Just Literacy Education in One Urban School (John Davis, Annette Woods)....Pages 51-69 Family Story Time in the Ngaanyatjarra Early Years Program (Anne Shinkfield, Beryl Jennings)....Pages 71-86 Confessions from a Reading Program: Building Connections, Competence and Confidence (Jennifer Rennie)....Pages 87-108 Talking and Writing to Develop Mathematical Meanings in a Remote Indigenous Context (Helen Harper, Bronwyn Parkin)....Pages 109-125 Indigenous Doctoral Literacy in the Humanities and Social Sciences (Zane M. Diamond, Peter J. Anderson)....Pages 127-145 Preparing Pre-service Teachers to Teach Literacy in Remote Spaces (Jennifer Rennie, Peter J. Anderson)....Pages 147-162 Front Matter ....Pages 163-163 A Long Unfinished Struggle: Literacy and Indigenous Cultural and Language Rights (Janine Oldfield, Joseph Lo Bianco)....Pages 165-184 Embedding Evidence-Based Practice into a Remote Indigenous Early Learning and Parenting Program: A Systematic Approach (Louise Cooke, Averill Piers-Blundell)....Pages 185-201 Early Literacy: Strengthening Outcomes Through Processes of Collaboration and Engagement (Janet Scull, Debra Hannagan)....Pages 203-219 ‘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 (Kevin Wheldall, Robyn Wheldall, Alison Madelaine, Meree Reynolds, Sarah Arakelian, Saskia Kohnen)....Pages 221-246 A Case Study of Controversy: The Cape York Aboriginal Australian Academy (John McCollow)....Pages 247-270 Good Theory, Good Systems: An Instance of Accelerated Literacy Pedagogy Implementation (Bronwyn Parkin)....Pages 271-291 ‘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 (Bob Boughton, Frances Williamson)....Pages 293-312 Afterword: Being Literate in ‘Australian’: The Future Can (Peter Freebody)....Pages 313-332