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.
A collection of articles about literacy, English and Indigenous Australians, both the practical and political aspects. The titles comes from the experience of being a person literate across two cultures, with an opening article by Aboriginal author Mandawuy Yunupingu who argues that being literate in English has added to the resources he has at his disposal in negotiating with the dominant culture, presenting a strong case for the importance of English literacy with Aborigine communities.
This book describes research undertaken by leading Australian researcher in Indigenous communities. While the chapters are Australian in their focus, the issues that are discussed are similar to those in other countries where there are indigenous people. In most cases, in Australia and internationally, Indigenous learners are not succeeding in school, thus making the transition into work and adulthood quite tenuous in terms of mainstream measures. The importance of being literate and numerate are critical in success in school and life in general, thus making this collection an important contribution to the international literature. The collection of works describes a wide range of projects where the focus has been on improving the literacy and numeracy outcomes for Indigenous students. The chapters take various approaches to improving these outcomes, and have very different foci. These foci include aspects of literacy, numeracy, curriculum leadership, ICTs, whole school planning, policy, linguistics and Indigenous perspectives. Most of the chapters report on large scale projects that have used some innovation in their focus. The book draws together these projects so that a more connected sense of the complexities and diversity of approaches can be gleaned.
This book, which is intended to inform Australia's education community about various aspects of the national literacy debate and the policy development process, reviews the literature on literacy teaching in secondary and postsecondary education and the workplace and describes the sociocultural and educational context for development of literacy policy and programs in the 1990s. Among the topics discussed in the book's six parts are the following: part 1, broad context of literacy education (the powers of literacy; literacy levels among Australians; and citizenship, social equity, and competence); part 2, necessary content of a national policy on literacy (policy context; purpose and scope; definitions; considerations in defining literacy; teaching cycles); part 3, Australia's learners (Australian English speakers, language diversity and English literacy, indigenous Australians, special needs, socioeconomic disadvantage); part 4, school literacy education (the early years, the middle years, the later years, the postschooling sector); part 5, adult literacy, numeracy, English-as-a-Second-Language) education, and lifelong learning for all; and part 6, state and territory programs in literacy (literacy teaching and learning in department of education schools in South Australia, Australian Capital Territory, Victoria, Queensland, Western Australia, Tasmania, New South Wales, and the Northen Territory and literacy teaching and learning and current practices in literacy education in the Catholic and independent schools sectors). (Contains 162 references) (MN)
Challenging the assumption that access to technology is pervasive and globally balanced, this book explores the real and potential limitations placed on young people’s literacy education by their limited access to technology and digital resources. Drawing on research studies from around the globe, Stories from Inequity to Justice in Literacy Education identifies social, economic, racial, political and geographical factors which can limit populations’ access to technology, and outlines the negative impact this can have on literacy attainment. Reflecting macro, meso and micro inequities, chapters highlight complex issues surrounding the productive use of technology and the mobilization of multimodal texts for academic performance and illustrate how digital divides might be remedied to resolve inequities in learning environments and beyond. Contesting the digital divides which are implicitly embedded in aspects of everyday life and learning, this text will be of great interest to researchers and post-graduate academics in the field of literacy education.
Goals; to improve spoken and written English skills of Aboriginal students and adults; provide funding for Aboriginal Language Initiatives Program, develop vernacular curriculum materials and assist in training in language education programs.
In this volume scholars from around the world focus on how a Bourdieusian stance can enable a powerful socicultural and cultural analysis of literacy education theory and practice and serve as an effective tool in analyzing relations of hierarchy and domination. Although there has been a growing body of Bourdieusian-inspired research in various sectors of education, this book is the first to present both theoretical and practical articulation of his ideas in the field of literacy education. It brings together three major clusters of work: Rethinking of the doxa of the social fields of language and literacy education Explorations of alternative objectifications of educational fields forming around cultural and linguistic minorities, new media and technologies Studies on the formation of the literate habitus in homes and classrooms, curriculum and schooling, and addresses theoretical, policy and practical directions Pierre Bourdieu and Literacy Education is intended for researchers, practitioners, and graduate students in literacy education, sociology of education, and curriculum theory, and as a text for advanced courses in these areas.
This volume draws together research and practice from the fields of literacy education and inclusion. It provides an insight into current theory, research and issues associated with teaching literacy to all students in inclusive classrooms. Literacy remains a critical success factor for students, as the basis for concurrent and future learning.
This study by the Australian Council for Educational Research has been monitering growth in the English literacy and numeracy achievement of a group of Indigenous students through the early years of primary school prior to year 3.
Language and Literacy Teaching for Indigenous Education: A Bilingual Approach presents a proposal for the inclusion of indigenous languages in the classroom. Based on extensive research and field work by the authors in communities in the United States and Mexico, the book explores ways in which the cultural and linguistic resources of indigenous communities can enrich the language and literacy program.
Literacy means so much more than decoding symbols on a page or screen. It encompasses social, cultural and historical processes which begin early in children s lives. Literacy in Australia: Pedagogies for Engagement caters to the core requirements of a one semester, Prep-Year 6 undergraduate literacy course. With a socio-cultural and multiliteracies approach, the book equips students with a contemporary, practical framework for pre-service teachers. Literacy benchmarks are fundamental across the entire Australian Curriculum; literacy education is no longer confined to the English classroom. Literacy in Australia provides students with a clear understanding of how to navigate the Australian Curriculum in real terms through the exploration of topics such as: Culturally relevant practices for reading and writing, including Indigenous literacy and supporting EAL/D (English as an Additional Language or Dialect) literacy practices Theories of literacy development Oral language learning in and out of the classroom Beginning readers and writers Awareness of and respect for the literature of Aboriginal and Torres Strait Islander Peoples, including storytelling traditions as well as contemporary literature Examining literacy in the twenty-first century Literacy programs and approaches Effective assessment practices How to work with struggling readers and writers Literacy in Australia presents a visually appealing learning design with the inclusion of real student work throughout the book, as well as examples of classic children s literature through to cutting edge multimodal texts. At once engaging and challenging, Literacy in Australia gives students the tools and confidence to successfully embark on their career as a future literacy educator.
This book provides invaluable guidance for community, school and university-based educators who are evaluating their educational philosophies and practices to support Indigenizing education. The examples from Australia and Canada shared in this book illustrate how Indigenous and non-Indigenous educators have worked together to Indigenize their educational practices, showcasing community empowerment and reconciliation agendas. It also enables beginning educators to gain a meaningful and critical understanding of what Indigenizing education can mean in their own future practice.
In an effort to engage Indigenous students, teachers often set classroom activities at a lower level than activities of their mainstream peers. While teachers are aware of the need to set more academically challenging tasks, in reality this is difficult to achieve. This book looks at the language/literacy teaching goals for Indigenous students and proposes that successful literacy teaching requires a shift in perspective. For example, to write successfully one must first understand what it is a writer is trying to achieve: expectations, orientations and presumptions. Indigenous students often are given little understanding of these ?hidden aspects? of both the production of literate texts and how learning is negotiated. What Gray calls the ?intentionalities? underlying classroom learning negotiation are rarely held commonly by teachers and Indigenous students. Gray provides a theoretical and practical framework for successful literacy teaching, which is rooted in an assertive and positive interpretation of Vygotsky?s (1978) notion of the ?zone of proximal development?, together with its learning negotiation strategy known as ?scaffolding?. The result is a model for teaching practice with the potential to break through the low-level teaching/low-level outcome cycle that is all too frequent in Indigenous education.Brian Gray first developed this perspective in the early 1980s at Traeger Park School in Alice Springs. It was the basis of his PhD thesis which was awarded the Chancellor?s Prize at the University of Melbourne in 1999. Since then, a number of successful projects aiming to test and expand the methodology have been undertaken, the biggest being the current National Accelerated Literacy Program (NALP).
There have been many transformations of Australian citizens over time. Indigenous Australians, with their unique and special culture, exhibit different values, priorities and ideals to non-Indigenous Australians. Indigenous Australian literacy development is plagued by many issues. This thesis examines many issues and attempts to provide solutions for all Australian teachers, to ensure every student has the 'best practice' literacy education.
More Indigenous Australians are realizing their potential but many remain significantly disadvantaged compared to other Australians on all socio-economic indicators and one of the most disadvantaged peoples in the world. Increasing successful outcomes in Indigenous Higher Education is recognized as vital in addressing this disadvantage and closing
This English literacy support package was developed to support VET certificates in construction. The set comprises four books that can be purchased individually or as a set.