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Interrogating Indigenous student literacy programs
Gutierrez, Amanda Lowe, Kevin Guenther, John
Gutierrez, Amanda
Lowe, Kevin
Guenther, John
Abstract
There is a perennial focus in the media and politics on Aboriginal and Torres Strait Islander literacy outcomes, often linked to national testing results such as NAPLAN. This chapter explores the kinds of literacy skills that are valued and tested in large-scale literacy programs, through technology-based intervention, bilingual curriculum, community partnerships, and specific classroom skills-based literacy approaches. When considering decades of literacy research, there are significant gaps in the literacy skills tested; the dominant focus is on mechanical aspects of language, with very few programs testing critical literacies and developing multiliteracies or creativity skills. This chapter explores voices on sustainable and effective approaches to literacy for Aboriginal and Torres Strait Islander students, voices which are largely ignored in the literacy programs funded by the government.
Keywords
Aboriginal and Torres Strait Islander students, literacy
Date
2023
Type
Book chapter
Journal
Book
Assessing the evidence in Indigenous education research : Implications for policy and practice
Volume
Issue
Page Range
181-199
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled