| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910350320903321 |
|
|
Titolo |
Literacy Education and Indigenous Australians : Theory, Research and Practice / / edited by Jennifer Rennie, Helen Harper |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Singapore : , : Springer Singapore : , : Imprint : Springer, , 2019 |
|
|
|
|
|
|
|
ISBN |
|
|
|
|
|
|
Edizione |
[1st ed. 2019.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (xi, 332 pages) |
|
|
|
|
|
|
Collana |
|
Language Policy, , 1571-5361 ; ; 19 |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Language and education |
Literacy |
Educational policy |
Education and state |
Learning |
Instruction |
Language Education |
Educational Policy and Politics |
Learning & Instruction |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Nota di contenuto |
|
1 introduction -- Section 1 Examining the lOcal: 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. |
|
|
|
|
|
|
Sommario/riassunto |
|
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. |
|
|
|
|
|
|
|
| |