@inbook{c258926587834d8e83450c1404f021d9,
title = "Policy and Practice Now",
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.",
keywords = "Bilingual Education, Culture Program, Early Childhood Program, Northern Territory, Phonemic Awareness",
author = "Samantha Disbray",
note = "Publisher Copyright: {\textcopyright} 2017, Springer Science+Business Media Singapore.",
year = "2017",
month = mar,
doi = "10.1007/978-981-10-2078-0_19",
language = "English",
isbn = " 978-981-10-2076-6",
series = "Language Policy(Netherlands)",
publisher = "Springer Nature",
pages = "237--246",
editor = "Devlin, {Brian Clive} and Samantha Disbray and {Friedman Devlin}, {Nancy Regine}",
booktitle = "History of Bilingual Education in the Northern Territory",
address = "United States",
edition = "1",
}