Interrogating the ethics of literacy intervention in Indigenous schools

Journal article


Kostogriz, Alexander. (2011) Interrogating the ethics of literacy intervention in Indigenous schools. English Teaching: Practice and Critique. 10(2), pp. 24 - 38.
AuthorsKostogriz, Alexander
Abstract

Recognising that literacy is fundamental to the educational success of Indigenous students, this essay reviews current literacy intervention programs from a social justice perspective. It reveals the tension between policies and initiatives that have addressed the two key rights of Indigenous people – the right to access mainstream knowledge and language through the provision of empowering education and the right to sustain their own languages and cultures through culturally responsive education. In particular, the essay focuses on the National Accelerated Literacy Program (NALP) – a large-scale initiative supported by the former Liberal and the current Labour government in 2004-2008. A spin-off from NALP has been the formation of the Accelerated Literacy Consultants’ Network that provides professional development sessions in Accelerated Literacy and literacy education more broadly to teachers from Aboriginal Independent Community Schools across Australia. The essay questions the view of justice in the NALP’s theoretical and pedagogical design and its effects on teaching and learning in Aboriginal schools. The paper, then, discusses the primacy of ethics in literacy education in order to make it more hospitable and responsive to cultural-linguistic differences.

Keywordsliteracy intervention; Indigenous schools; recognition; redistribution; ethics of teaching
Year2011
JournalEnglish Teaching: Practice and Critique
Journal citation10 (2), pp. 24 - 38
PublisherUniversity of Waikato
ISSN1175-8708
Scopus EID2-s2.0-80052138892
Web address (URL)https://edlinked.soe.waikato.ac.nz/research/journal/view.php?article=true&id=718&p=1
Open accessOpen access
Page range24 - 38
Research GroupSchool of Education
Publisher's version
Additional information

© 2011 The Authors. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License.

Place of publicationNew Zealand
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