This book provides the first detailed history of the Bilingual Education Program in the Northern Territory of Australia. This ambitious and innovative program began in 1973 and at different times it operated in English and 19 Aboriginal languages in 29 very remote schools. The book draws together the grassroots perspectives of Indigenous and non-Indigenous practitioners and researchers. Each chapter is based on rich practitioner experience, capturing bottom-up aspirations, achievements and reflections on this innovative, yet largely undocumented language and education program. The volume also makes use of a significant collection of ‘grey literature’ documents to trace the history of the program. An ethnographic approach has been used to integrate practitioner accounts into the contexts of broader social and political forces, education policy decisions and on-the-ground actions. Language in education policy is viewed at multiple, intersecting levels: from the interactions of individuals, communities of practice and bureaucracy, to national and global forces. The book offers valuable insights as it examines in detail the policy settings that helped and hindered bilingual education in the context of minority language rights in Australia and elsewhere.

Just prior to the federal election of 2007, the Australian government led by John Howard decreed the “Northern Territory National Emergency Response”, commonly known as the Intervention, officially in reaction to an investigation by the Northern Territory government into allegedly rampant sexual abuse and neglect of Indigenous children. The emergency laws authorised the Australian government to drastically intervene in the self-determination of Indigenous communities in contravention of the UN Declaration of Human Rights and of the Rights of Indigenous Peoples. Far from improving the living conditions of Indigenous Australians and children, the policies have resulted in disempowerment, widespread despair, criminalisation and higher unemployment. The Intervention and subsequent political measures have led to heated controversies and continue to divide the Australian nation. They have revived the trauma of the past—including of the Stolen Generations—and have substantially damaged the process of reconciliation. Fourteen essays by scholars from Australia and Germany examine (historical) contexts and discourses of the Intervention and subsequent policies impacting Indigenous Australia since 2007 from the perspective of diverse academic disciplines including history, sociology, law, Indigenous studies, art history, literature, education and media studies. They invite readers to engage in the debate about human rights, about Indigenous self-determination, and about the preservation of Indigenous culture.

This edited book presents case-studies and reflections on the role of languages and their analytic study in development practices across four regions: Africa, Asia, Australia, and the Pacific. The authors highlight the importance of conceptual studies of languages and cultures, as well as language choice, for enhancing development practices, demonstrating the value that language analysis and the humanities can add to the already multi-disciplinary field of Development Studies. The chapters draw on the fields of linguistics, human geography, education, diverse economies, community learning, sociology, and anthropology, and topics covered include some significant areas of interest to sustainable human development: education, work, finances, age, gender; as well as a key approach to development (asset-based community development). Chapters on informal adult learning provide opportunities to explore how and why language and linguistic analysis is relevant to development projects. The volume aims to promote collaboration and interdisciplinary dialogue and should be of interest to academics, practitioners and students of language and development, and to those working in the field of development globally.

Includes papers on Aboriginal language planning, Aboriginal bilingual education and language and education in the Torres Strait separately annotated.

This book documents the impact of Stephen Harris’s works in Aboriginal education, Aboriginal learning styles, domains of language use and bilingual-bicultural education. It provides a summary and critique of Stephen Harris's key ideas, particularly those on bilingual-bicultural education. This book also profiles the man, his background, his beliefs and talents. It showcases contributions and personal reflections from Stephen’s family, wife, close colleagues, and many of those influenced by his work. This festschrift explores the professional life and work of Stephen Harris as an educator and anthropologist who worked in the Northern Territory of Australia.

The incredible story of the resilience and recovery of Australia's First Nations languages Australia's language diversity is truly breathtaking. This continent lays claim to the world's longest continuous collection of cultures, including over 440 unique languages and many more dialects. Sadly, European invasion has had severe consequences for the vitality of these languages. Amid devastating loss, there has also been the birth of new languages such as Kriol and Yumplatok, both English-based Creoles. Aboriginal English dialects are spoken widely, and recently there has been an inspiring renaissance of First Nations languages, as communities reclaim and renew them. Bina: First Nations Languages Old and New tells this story, from the earliest exchange of words between colonists and First Nations people to today's reclamations. It is a creative and exciting introduction to a vital and dynamic world of language. 'Years in the making, Bina offers a multidimensional reflection on how many diverse languages across this continent continue to vibrate in rich and profound ways. The emergence of Indigenous linguists Gari Tudor-Smith and Paul Williams as authors of this survey alongside Felicity Meakins signals an important and welcome shift in the Australian linguistics landscape.' —Professor Clint Bracknell, University of Western Australia, Nyungar musicologist and musician

This book explores the experiences of Indigenous children and young adults around the world as they navigate the formal education system and wider society. Profiling a range of different communities and sociolinguistic contexts, this book examines the language ecologies of their local communities, schools and wider society and the approaches taken by these communities to maintain children’s home languages. The authors examine such complex themes as curriculum, translanguaging, contact languages and language use as cultural practice. In doing so, this edited collection acts as a first step towards developing solutions which address the complexity of the issues facing these children and young people. It will appeal to students and scholars of sociolinguistics, applied linguistics and community development, as well as language professionals including teachers, curriculum developers, language planners and educators.