This edited volume brings together diverse perspectives on Australian literacy education for Indigenous peoples, highlighting numerous educational approaches, ideologies and aspirations. The Australian Indigenous context presents unique challenges for educators working across the continent in settings ranging from urban to remote, and with various social and language groups. Accordingly, one of the book’s main goals is to foster dialogue between researchers and practitioners working in these contexts, and who have vastly different theoretical and ideological perspectives. It offers a valuable resource for academics and teachers of Indigenous students who are interested in literacy-focused research, and complements scholarship on literacy education in comparable Indigenous settings internationally.

Six years since the First Edition of Literacy and Education, the ways we think about literacy have changed. The book continues to be an accessible guide to current theory on literacy with practical applications in the classroom, but has a new focus on the ecologies of literacy, and on participatory and visual ways of researching literacy.

Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession prepares students for the classroom and community environments they will encounter when teaching Aboriginal and Torres Strait Islander children in urban, rural and remote schools at early childhood, primary and secondary levels. The book addresses many issues and challenges faced by teacher education students and assists them to understand the deeper social, cultural and historical context of Aboriginal and Torres Strait Islander education. This is a unique textbook written by a team of highly regarded Aboriginal and Torres Strait Islander academics. Each chapter opens with an engaging anecdote from the author, connecting learning to real-world issues. This is also the first textbook to address Torres Strait Islander education. Written in an engaging and accessible style, Aboriginal and Torres Strait Islander Education is an essential resource for teacher education students.

This book, which is intended to inform Australia's education community about various aspects of the national literacy debate and the policy development process, reviews the literature on literacy teaching in secondary and postsecondary education and the workplace and describes the sociocultural and educational context for development of literacy policy and programs in the 1990s. Among the topics discussed in the book's six parts are the following: part 1, broad context of literacy education (the powers of literacy; literacy levels among Australians; and citizenship, social equity, and competence); part 2, necessary content of a national policy on literacy (policy context; purpose and scope; definitions; considerations in defining literacy; teaching cycles); part 3, Australia's learners (Australian English speakers, language diversity and English literacy, indigenous Australians, special needs, socioeconomic disadvantage); part 4, school literacy education (the early years, the middle years, the later years, the postschooling sector); part 5, adult literacy, numeracy, English-as-a-Second-Language) education, and lifelong learning for all; and part 6, state and territory programs in literacy (literacy teaching and learning in department of education schools in South Australia, Australian Capital Territory, Victoria, Queensland, Western Australia, Tasmania, New South Wales, and the Northen Territory and literacy teaching and learning and current practices in literacy education in the Catholic and independent schools sectors). (Contains 162 references) (MN)

Indigenous peoples around the world are calling for control over their education in order to reaffirm their identities and defend their rights. In Latin America the indigenous peoples, national governments and international organisations have identified intercultural education as a means of contributing to this process. The book investigates education for and by indigenous peoples and examines the relationship between theoretical and methodological developments and formal practice. An ethnographic study of the Arakmbut people of the Peruvian Amazon, provides a detailed example of the social, cultural and educational change indigenous peoples are experiencing, an insight into Arakmbut oral learning and teaching practices as well as a review of their conceptualisations of knowledge, pedagogy and evaluation. The models of intercultural education being promoted by Latin American governments are, nevertheless, biliterate and school-based. The book analyses indigenous and non-indigenous models based on different conceptualisations of culture and curriculum in the context of the Arakmbut search for an education which respects their dynamic oral cultural traditions and identity, provides them with a qualitatively relevant education about the wider society and addresses the intercultural lives they lead.

A book about the First Nations people of nipaluna [Hobart]. The story is a child friendly history lesson about first contact in nipaluna in both palawa kani and English

This is an ethnography of language, learning and literacy in remote Indigenous Australia. It traces one group from the introduction of alphabetic literacy to the arrival of digital literacies. It examines social, cultural and linguistic practices across the generations and addresses the implications for language and literacy socialisation.