Policy and Practice Now

Samantha Disbray

doi:10.1007/978-981-10-2078-0_19

Policy and Practice Now

Samantha Disbray

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

2 Citations (Scopus)

Abstract

The dominant policy discourse in Indigenous education is one of deficit, failure and intractable problems, with a definition of educational success measured by performance on standardised literacy and numeracy tests. In response, schooling for remote communities is positioned ever more narrowly, with a narrowed curriculum, an intensive focus on English literacy and a proliferation of prescriptive pedagogies promising to raise literacy levels. This discourse leaves little room for community expectations, aspiration, bilingual-bicultural-biliteracy programs. Surprisingly though, NT Department of Education has established a position in order to manage the remaining eight bilingual programs. With this in mind, the chapter examines the current policy settings for languages in education, and the openings in other domains, such as arts and employment, that might present new opportunities for Aboriginal language and culture teaching and learning.

Original language	English
Title of host publication	History of Bilingual Education in the Northern Territory
Editors	Brian Clive Devlin, Samantha Disbray, Nancy Regine Friedman Devlin
Place of Publication	Singapore
Publisher	Springer Nature
Chapter	19
Pages	237-246
Number of pages	10
Edition	1
ISBN (Electronic)	978-981-10-2078-0
ISBN (Print)	978-981-10-2076-6
DOIs	https://doi.org/10.1007/978-981-10-2078-0_19
Publication status	Published - Mar 2017

Publication series

Name	Language Policy(Netherlands)
Volume	12
ISSN (Print)	1571-5361

Bibliographical note

Publisher Copyright:
© 2017, Springer Science+Business Media Singapore.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1007/978-981-10-2078-0_19

Cite this

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Policy and Practice Now

Abstract

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Bibliographical note

UN SDGs

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