Too many 'two-ways'? 'Gawa is a two-way school': clarifying approaches to remote Northern Territory Indigenous education

Ben Van Gelderen

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    Abstract

    The expression ‘two-way’ teaching and learning has a long history in the Northern Territory in relation to remote Indigenous education. However, it is not applied with any degree of consistency; the term ‘two-way’ functions as a summary expression for a diverse array of pedagogical approaches. This article presents qualitative research from the remote, Yolŋu ‘homeland’ community at Gäwa in north-east Arnhem Land as Indigenous first-language, case-study data. It also aims to disambiguate ‘two way’ models as current community aspirations are compared with historical policies and applications of ‘two-way’ approaches from across the Northern Territory. These include Indigenous perspectives, Indigenous learning-style, team-teaching, bilingual education, ‘bothways’ education and domain separation.
    Original languageEnglish
    Pages (from-to)40-54
    Number of pages15
    JournalLearning Communities: International Journal of Learning in Social contexts
    Issue number24
    DOIs
    Publication statusPublished - Oct 2019

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