This chapter presents an analysis of some of the issues in Indigenous education in the Northern Territory (NT) in the early years and primary school setting contrasted with national and global dimensions in related fields of research, policy and practice. Approaches to Indigenous literacy, language and numeracy in Finland, Singapore and Japan are critically compared with the Australian models, specifically in Indigenous early years and primary education in the NT. Of particular interest are new initiatives, such as the Cape York Aboriginal Australian Academy (CYAAA) (Coughlin, 2011), the Closing the Gap report (Australian Government, 2014a) and the Review of Indigenous education in the Northern Territory (Wilson, 2014). Perennial areas of concern in Indigenous primary education include early years development, readiness for school, language development and literacy, numeracy approaches, attendance, and health and wellbeing, but these goals are invariably hampered by policy switches and lack of resourcing and flexibility to accommodate the specificities of diverse cultures.
|Title of host publication||Challenges in global Learning|
|Subtitle of host publication||Dealing with education issues from an international perspective|
|Editors||Ania Lian, Peter Kell, Paul Black, Koo Yew Lee|
|Place of Publication||Newcastle upon Tyne, NE6 2PA, UK|
|Publisher||Cambridge Scholars Publishing|
|Number of pages||15|
|Publication status||Published - 2017|
Smith, S. E., & Kelaart, M. (2017). Hastening Quickly and Slowly: Seeking to address Indigenous Australian literacy. In A. Lian, P. Kell, P. Black, & K. Yew Lee (Eds.), Challenges in global Learning: Dealing with education issues from an international perspective (pp. 142-157). Cambridge Scholars Publishing.