Policy and Practice Now

Samantha Disbray

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-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 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
    Chapter19
    Pages237-246
    Number of pages10
    Edition1
    ISBN (Electronic) 978-981-10-2078-0
    ISBN (Print) 978-981-10-2076-6
    DOIs
    Publication statusPublished - Mar 2017

    Publication series

    NameLanguage Policy(Netherlands)
    Volume12
    ISSN (Print)1571-5361

    Bibliographical note

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

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