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
Permalink -

https://acuresearchbank.acu.edu.au/item/88x54/interrogating-the-ethics-of-literacy-intervention-in-indigenous-schools

  • 106
    total views
  • 52
    total downloads
  • 4
    views this month
  • 2
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

The influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership
Gutierrez, Amanda and Kostogriz, Alex. (2021). The influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership. Teachers and Teaching. 26(5-6), pp. 475-489. https://doi.org/10.1080/13540602.2021.1873761
Advancing partnership research: A spatial analysis of a jointly planned teacher education partnership
Ryan, Josephine Mary, Butler, Helen, Kostogriz, Alexander and Nailer, Sarah. (2016). Advancing partnership research: A spatial analysis of a jointly planned teacher education partnership. In In R. Brandenburg, S. McDonough and J. Burke & S. White (Ed.). Teacher education: Innovation, intervention and impact pp. 175 - 191 Springer Science and Business Media. https://doi.org/10.1007/978-981-10-0785-9_11
An everyday life perspective on the institutional and cultural identities of Chinese students in Australia
Ai, Bin and Kostogriz, Alexander. (2015). An everyday life perspective on the institutional and cultural identities of Chinese students in Australia. In In A. Ata and A. Kostogriz (Ed.). pp. 13 - 27 Australian Academic Press.
Towards a pedagogy of experiential thirding in language education
Welsh, Alistair and Kostogriz, Alexander. (2015). Towards a pedagogy of experiential thirding in language education. In In A. Ata and A. Kostogriz (Ed.). pp. 105 - 120 Australian Academic Press.
Investigating the effectiveness of teacher education for early career teachers in diverse settings : The longitudinal research we have to have
Rowan, Leonie, Mayer, Diane, Kline, Jodie, Kostogriz, Alexander and Walker-Gibbs, Bernadette. (2015). Investigating the effectiveness of teacher education for early career teachers in diverse settings : The longitudinal research we have to have. The Australian Educational Researcher (print). 42(3), pp. 273 - 298. https://doi.org/10.1007/s13384-014-0163-y
Professional standards and ethics in teaching Asia literacy
Kostogriz, Alexander. (2015). Professional standards and ethics in teaching Asia literacy. In In C. Halse (Ed.). Asia literate schooling in the Asian century pp. 103 - 116 Routledge.
Multiculturalism, schooling and Muslims in Australia: From orientation to a possibility of hospitable education
Preger, Margaret and Kostogriz, Alexander. (2014). Multiculturalism, schooling and Muslims in Australia: From orientation to a possibility of hospitable education. In In A. A. Ata (Ed.). Education integration challenges: The case of Muslims in Australia pp. 157 - 166 David Lovell Publishing.
The ethical practice of teaching literacy: Accountability or responsibility?
Kostogriz, Alexander and Doecke, Brenton. (2013). The ethical practice of teaching literacy: Accountability or responsibility? Australian Journal of Language and Literacy. 36(2), pp. 90 - 98.
Accountability and the affective labour of teachers: A Marxist-Vygotskian perspective
Kostogriz, Alexander. (2012). Accountability and the affective labour of teachers: A Marxist-Vygotskian perspective. The Australian Educational Researcher. 39(4), pp. 397 - 412. https://doi.org/10.1007/s13384-012-0072-x
The future of diversity and difference: Can the national curriculum for English be hospitable?
Kostogriz, Alexander. (2011). The future of diversity and difference: Can the national curriculum for English be hospitable? In In B. Doecke, G. Parr and W. Sawyer (Ed.). Creating an Australian curriculum for English: National agendas, local contexts pp. 201 - 214 Phoenix Education.
Standards-based accountability: Refication, responsibility and the ethical subject
Kostogriz, Alexander and Doecke, Brenton. (2011). Standards-based accountability: Refication, responsibility and the ethical subject. Teaching Education. 22(4), pp. 397 - 412. https://doi.org/10.1080/10476210.2011.587870
Seeing things differently: Recognition, ethics, praxis
Doecke, Brenton, Kostogriz, Alex and Illesca, Bella. (2010). Seeing things differently: Recognition, ethics, praxis. English Teaching: Practice and Critique. 9(2), pp. 81 - 98.