This paper is a critical review of past and present languages policies in Australian schooling. We highlight the One Literacy movement that contravenes the human rights of Australia's Aboriginal students. This in turn impacts students' right to freedom of opinion and expression as stated in Article 19 of the Universal Declaration of Human Rights. The One Literacy movement operates by equating Standard Australian English literacy acquisition with Australia's global competitiveness and economic success. There is only one pathway through the Australian English curriculum with common assessments and standards. However, the Australian Curriculum provides three distinctive pathways when students from an English-speaking background learn languages other than English. We reveal this double standard, where current educational policies prioritise the languages of trade (e.g. Chinese) and accommodate speakers of these languages. Meanwhile Aboriginal-language-speaking students are not provided with the same accommodations. For educational equity, there should be a distinctive English language learner pathway that recognises that the majority of remote Aboriginal students from the Northern Territory are learning English as an additional language. We advocate for these changes because all children have a right to an appropriate education that will enable them to flourish as learners and citizens.
Digital storytelling was used in a high school classroom in the Midwestern USA as a part of the curriculum for "non-university-bound" rural youth. Though described as "unengaged", in this paper we illustrate the way this digital storytelling project redefined the teacher-student power relationship, and students responded by producing work that was opinionated, forceful and demonstrated a thorough engagement with academic practices via technologies. Research demonstrates that teacher expectations impact student outcomes, and for marginalised students, it is essential to provide pedagogical opportunities that affirm the student's culture and identity. In this paper, we describe the project and the ways students talked about their education and their future through their digital stories. We use Smyth's (International Journal of Leadership in Education 9(4):285-298, 2006) learner-centred policy constellation to consider the findings, and reframe the way we view these students and their work. By utilising technologies in a meaningful way in the classroom, we anticipate educators can potentially deliver more effective, powerful and engaging pedagogies to all students, including those on nonmainstream educational pathways.
This commentary article describes the clinical context in the Northern Territory, Australia, and the concerns and changes in practice brought forth by COVID-19. We provide an overview of the local response, which has included a shift to telepractice, and discuss the merits and potential issues of telepractice service provision in remote and very remote Australia.
Purpose
In this article, we consider the literature on international student placements to contextualize and describe a 10-year relationship that enables speech-language pathology (SLP) students in their final year of studies at a Canadian university to complete a 10-week clinical placement with a nongovernmental organization in Kenya.
Method
This work can be best described as a qualitative case study that includes the varied perspectives of students and colleagues (from both minority and majority worlds) involved in this partnership, which annually places Canadian SLP students in Western Kenya. Perspectives include the director of the nongovernmental organization, 1 East African speech-language pathologist responsible for hosting and supervising students, the clinical placement director in Canada, and the students themselves. The perspectives of minority world universities and their students tend to be privileged and more widely represented. This work contributes to the literature by including the views of the hosting majority world SLP partner agency.
Results
The varied perspectives reveal that the perceived advantages and difficulties of international SLP clinical placements differ for various stakeholders.
Conclusions
As the SLP profession moves forward in an increasingly globalized world, it may be necessary for SLP peak professional bodies to develop best practice frameworks for overseas engagement.
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