A Case Study of Controversy: The Cape York Aboriginal Australian Academy

McCollow, John

doi:10.1007/978-981-13-8629-9_14

Cited by 1 publication

(2 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In 2011, the Australian Government made a significant investment, to the tune of $7.72 million, in DI, a literacy program that was developed out of research conducted in the United States during the 1950s and 1960s. Initially, a trial was conducted in a small number of schools in Cape York, and then expanded during 2014 and 2015 to Aboriginal schools across Northern Australia, Queensland and Western Australia, (McCollow, 2012).…”

Section: Direct Instructionmentioning

confidence: 99%

“…The body of evidence does show that there has been some short-term improvement in most literacy areas. An early review undertaken by McCollow (2012) notes that teachers in Hopevale claim that DI has helped their students to improve their literacy, and that the highly scripted programs have given local Aboriginal teachers (graduates of the Remote Australian Aboriginal Teacher Education Program) confidence as educators that they did not have previously. A recent review by the Department of Education and Training (2016), however, shows that there is significant concern from both teachers and community about the amount of time in the school day being dedicated to DI, and that the material is focused on stories from the United States, where the materials were developed.…”

Section: Direct Instructionmentioning

confidence: 99%

See 1 more Smart Citation

Indigenous Education and Literacy Policy in Australia: Bringing Learning Back to the Debate

Fogarty

Riddle

Lovell

et al. 2017

AJIE

View full text Add to dashboard Cite

In a policy landscape dominated by forces that seek to continually reshape education according to market logics, there are particular impacts on the seemingly intractable crisis of Indigenous education policy making. Entrenched discourses of deficit result in education policy continually being ‘done to’ communities, with little heed paid to the effects of such efforts on the learning opportunities available to young Indigenous learners, particularly those living in remote communities. This paper examines the contemporary network of policy levers that come to shape how literacy policy is framed for Indigenous Australians through narratives of failure and crisis. In doing so, we ask what learning is made (im)possible and what are some of the ‘flattening’ effects on literacy curriculum and pedagogy as a result? Further, this paper seeks to open up the conversation around what learning is possible when the policy landscape is unflattened, when policy is ‘done with’ communities, and when pedagogical practices are opened up, rather than closed down.

show abstract

Section: Direct Instructionmentioning

confidence: 99%

Section: Direct Instructionmentioning

confidence: 99%