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Literacy education and indigenous Au...

Harper, Helen.

Literacy education and indigenous Australianstheory, research and practice /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Literacy education and indigenous Australiansedited by Jennifer Rennie, Helen Harper.
Reminder of title:	theory, research and practice /
other author:	Rennie, Jennifer.
Published:	Singapore :Springer Singapore :2019.
Description:	xi, 332 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	LiteracyAustralia.
Online resource:	https://doi.org/10.1007/978-981-13-8629-9
ISBN:	9789811386299$q(electronic bk.)

Literacy education and indigenous Australianstheory, research and practice /
Literacy education and indigenous Australianstheory, research and practice /[electronic resource] :edited by Jennifer Rennie, Helen Harper. - Singapore :Springer Singapore :2019. - xi, 332 p. :ill., digital ;24 cm. - Language policy,v.191571-5361 ;. - Language policy ;v.11..

1 introduction -- Section 1 Examining the lOcal: Theory and practice -- 2 The Evidence of Literacy Learning Through Contemporary Kunibidji Knowledge Systems -- 3 The Evidence of Literacy Learning Through Contemporary Kunibidji Knowledge Systems -- 4 Durithunga Boul: A pattern of respectful relationships, reciprocity and socially just literacy education in one urban school -- 5 Family story time -- 6 Confessions from a reading program: building connections, competence and confidence -- 7 Talking and writing to develop mathematical meanings in a remote Indigenous context -- 8 Indigenous doctoral literacy in the Humanities and Social Sciences -- 9 Preparing pre-service teachers to teach literacy in remote spaces -- Section 2 Examining the systemic: Theory and practice -- 10 A long unfinished struggle: literacy education and Indigenous cultural and language rights -- 11 Embedding evidence based practice into a remote Indigenous early learning and parenting program: A systematic approach -- 12 Early Literacy: strengthening outcomes through processes of collaboration and engagement -- 13 "Just teach our kids to read": Efficacy of intensive reading interventions for both younger and older low-progress readers in schools serving mainly remote Indigenous communities -- 14 A Case Study of Controversy: the Cape York Aboriginal Australian Academy -- 15 Good theory, good systems: An instance of accelerated literacy pedagogy implementation -- 16 'A strong belief in the possibility of a better life'. The pedagogy of contingency and the ethic of solidarity in the Yes, I Can! Aboriginal Adult Literacy Campaign -- 17 Afterword: Being literate in 'Australian': The future can.

This edited volume brings together diverse perspectives on Australian literacy education for Indigenous peoples, highlighting numerous educational approaches, ideologies and aspirations. The Australian Indigenous context presents unique challenges for educators working across the continent in settings ranging from urban to remote, and with various social and language groups. Accordingly, one of the book's main goals is to foster dialogue between researchers and practitioners working in these contexts, and who have vastly different theoretical and ideological perspectives. It offers a valuable resource for academics and teachers of Indigenous students who are interested in literacy-focused research, and complements scholarship on literacy education in comparable Indigenous settings internationally.

ISBN: 9789811386299$q(electronic bk.)

Standard No.: 10.1007/978-981-13-8629-9doiSubjects--Topical Terms:

853703
Literacy
--Australia.

LC Class. No.: LC159 / .L584 2019

Dewey Class. No.: 372.6

Literacy education and indigenous Australianstheory, research and practice /
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505 0 $a 1 introduction -- Section 1 Examining the lOcal: Theory and practice -- 2 The Evidence of Literacy Learning Through Contemporary Kunibidji Knowledge Systems -- 3 The Evidence of Literacy Learning Through Contemporary Kunibidji Knowledge Systems -- 4 Durithunga Boul: A pattern of respectful relationships, reciprocity and socially just literacy education in one urban school -- 5 Family story time -- 6 Confessions from a reading program: building connections, competence and confidence -- 7 Talking and writing to develop mathematical meanings in a remote Indigenous context -- 8 Indigenous doctoral literacy in the Humanities and Social Sciences -- 9 Preparing pre-service teachers to teach literacy in remote spaces -- Section 2 Examining the systemic: Theory and practice -- 10 A long unfinished struggle: literacy education and Indigenous cultural and language rights -- 11 Embedding evidence based practice into a remote Indigenous early learning and parenting program: A systematic approach -- 12 Early Literacy: strengthening outcomes through processes of collaboration and engagement -- 13 "Just teach our kids to read": Efficacy of intensive reading interventions for both younger and older low-progress readers in schools serving mainly remote Indigenous communities -- 14 A Case Study of Controversy: the Cape York Aboriginal Australian Academy -- 15 Good theory, good systems: An instance of accelerated literacy pedagogy implementation -- 16 'A strong belief in the possibility of a better life'. The pedagogy of contingency and the ethic of solidarity in the Yes, I Can! Aboriginal Adult Literacy Campaign -- 17 Afterword: Being literate in 'Australian': The future can.
520 $a This edited volume brings together diverse perspectives on Australian literacy education for Indigenous peoples, highlighting numerous educational approaches, ideologies and aspirations. The Australian Indigenous context presents unique challenges for educators working across the continent in settings ranging from urban to remote, and with various social and language groups. Accordingly, one of the book's main goals is to foster dialogue between researchers and practitioners working in these contexts, and who have vastly different theoretical and ideological perspectives. It offers a valuable resource for academics and teachers of Indigenous students who are interested in literacy-focused research, and complements scholarship on literacy education in comparable Indigenous settings internationally.
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