Hastening Quickly and Slowly: Seeking to address Indigenous Australian literacy

Sue Erica Smith, Melissa Kelaart

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Abstract


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.
Original languageEnglish
Title of host publicationChallenges in global Learning
Subtitle of host publicationDealing with education issues from an international perspective
EditorsAnia Lian, Peter Kell, Paul Black, Koo Yew Lee
Place of PublicationNewcastle upon Tyne, NE6 2PA, UK
PublisherCambridge Scholars Publishing
Chapter7
Pages142-157
Number of pages15
ISBN (Electronic)978-1-4438-9980-2
ISBN (Print)1-4438-9980-1
Publication statusPublished - 2017

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    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.