Spiders are Mammals: Direct Instruction in Cape York

Abstract

In 2010, SRA Direct Instructioni was introduced across the curriculum in two remote Cape York schools, as a key aspect of social and welfare reform. There is national political interest in these reforms, which link welfare policy to State primary school education conceived as basic skills training. Reflecting the political interest, national newspapers ran the story that Direct Instruction had provided almost miraculous results after 17 weeks (Devine 2010a). Alternative approaches to literacy development in Indigenous education did not get the same sort of media attention. Noel Pearson provides the intellectual basis for Cape York social reforms, through his writing, political advocacy and leadership of organisations involved in the reforms. His ultimate goal is successful mainstream education leading to economic integration, where young people are „completely fluent in their own culture and the wider culture‟ (Pearson 2009:57). The question posed by this vision is „What kind of education can produce these flexible, bicultural, working people who keep their traditions alive?‟

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

“…They argue that program tools that are so far removed from students’ personal cultural experience do nothing to inspire and motivate children to continue learning. This echoes the experiences of Dow (2011) who recalls her time as a teacher of DI in Aurukun as one marred by confusion, frustration, and missed opportunities (p. 57).…”

“…It is worth noting that DI is not an approach to language learning but primarily a remedial literacy program, and as such there remain serious questions about how appropriate it might be for second (or third, or fourth) language learners, such as Aboriginal children in remote communities. Dow (2011) has critiqued the prescriptive focus on basic skills in the school curriculum, arguing that the world's economy needs people who can engage with a whole range of convergent, multi-disciplinary skills to effectively meet the challenges of the future.…”

“…In 2010, DI was introduced across two Cape York schools—Aurukun and Coen, and then later in Hopevale— in an attempt to address failing educational standards and social unrest. Aboriginal lawyer and public figure Noel Pearson provided the conceptual basis for this approach, with the ultimate goal being ‘successful mainstream education that leads to complete economic integration’ (Dow, 2011, p. 50). Recent events in Aurukun have seen a rekindling of criticism in certain educational spheres (ABC Online, 2016).…”

“…While there is substantial (and highly contested) evidence that DI can improve school outcomes (Hattie, 2012; Tarver, 1998), perhaps the most telling critique of its use in Indigenous schools is its prescribed goal of teaching basic literacy and numeracy to disadvantaged students. Many researchers (Cummins, 2007; Dow, 2011; Johnston & Hayes, 2008) argue that such an approach limits children and prepares them for a life of mediocrity. As Cummins (2007) tellingly claims, ‘no middle class suburban parent would ever permit this kind of cognitive decapitation of their children.…”

“…Dow (2011) has critiqued the prescriptive focus on basic skills in the school curriculum, arguing that the world's economy needs people who can engage with a whole range of convergent, multidisciplinary skills to effectively meet the challenges of the future. She uses the example of a student who graduated from DI classrooms only to find himself far behind the rest of the class in terms of critical and higher order thinking.…”