Developing Local Curriculum Materials—Learning Metaphors, Insightful Collaborations, Community Involvement

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    Abstract

    When bilingual education began in remote schools of the Northern Territory only the most basic printing technologies were available. By the time bilingual education was revoked as a government policy thirty years later, schools were well and truly in the digital age. The remarkable evolution of the materialities of teaching and learning was underpinned by an equally remarkable transition of pedagogical theories: from those underpinned by colonialism and the enlightenment, to those reflecting and supporting distinctive local Aboriginal epistemologies and knowledge practices. This paper deals with the complex interactions between the theories and technologies of NT bilingual education, from the early 1970s until the present. In doing so, he discusses the following key topics: literacy materials inherited from the mission era and the development of new materials and literacy pedagogies; the move to language experience and child-centred approaches; Aboriginalisation and the role of the classroom teacher; the assertion of ancestral connections—songs, histories, and designs—in education, and the development of both-ways curriculum; and finally, the appropriations of digital media.

    Original languageEnglish
    Title of host publicationHistory of Bilingual Education in the Northern Territory
    Subtitle of host publicationPeople, Programs and Policies
    EditorsBrian Clive Devlin, Samantha Disbray, Nancy Devlin
    Place of PublicationSingapore
    PublisherSpringer
    Chapter11
    Pages127-139
    Number of pages13
    ISBN (Electronic)9789811020780
    ISBN (Print)9789811020766
    DOIs
    Publication statusPublished - 2017

    Publication series

    NameLanguage Policy
    PublisherSpringer
    Volume12

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