Policy and Practice Now

Samantha Disbray

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


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 languageEnglish
Title of host publicationHistory of Bilingual Education in the Northern Territory
EditorsBrian Clive Devlin, Samantha Disbray, Nancy Regine Friedman Devlin
Place of PublicationSingapore
PublisherSpringer Nature
Number of pages10
ISBN (Electronic) 978-981-10-2078-0
ISBN (Print) 978-981-10-2076-6
Publication statusPublished - Mar 2017

Publication series

NameLanguage Policy(Netherlands)
ISSN (Print)1571-5361


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