Openly accessible

Interrogating the ethics of literacy intervention in Indigenous schools

Kostogriz, Alex 2011, Interrogating the ethics of literacy intervention in Indigenous schools, English teaching : practice and critique, vol. 10, no. 2, pp. 24-38.

Attached Files
Name Description MIMEType Size Downloads
kostogriz-interrogatingthe-2011.pdf Published version application/pdf 194.38KB 138

Title Interrogating the ethics of literacy intervention in Indigenous schools
Author(s) Kostogriz, Alex
Journal name English teaching : practice and critique
Volume number 10
Issue number 2
Start page 24
End page 38
Total pages 15
Publisher University of Waikato
Place of publication Hamilton, New Zealand
Publication date 2011-07
ISSN 1175-8708
Keyword(s) literacy intervention
Indigenous schools
recognition
redistribution
ethics of teaching
Summary Recognising that literacy is fundamental to the educational success of Indigenous students, this essay reviews current literacy intervention programs from a social justice perspective. It reveals the tension between policies and initiatives that have addressed the two key rights of Indigenous people – the right to access mainstream knowledge and language through the provision of empowering education and the right to sustain their own languages and cultures through culturally responsive education. In particular, the essay focuses on the National Accelerated Literacy Program (NALP) – a large-scale initiative supported by the former Liberal and the current Labour government in 2004-2008. A spin-off from NALP has been the formation of the Accelerated Literacy Consultants’ Network that provides professional development sessions in Accelerated Literacy and literacy education more broadly to teachers from Aboriginal Independent Community Schools across Australia. The essay questions the view of justice in the NALP’s theoretical and pedagogical design and its effects on teaching and learning in Aboriginal schools. The paper, then, discusses the primacy of ethics in literacy education in order to make it more hospitable and responsive to cultural-linguistic differences.
Notes Reproduced with the kind permission of the copyright owner.
Language eng
Field of Research 130301 Aboriginal and Torres Strait Islander Education
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
HERDC collection year 2011
Copyright notice ©2011, University of Waikato
Persistent URL http://hdl.handle.net/10536/DRO/DU:30039904

Document type: Journal Article
Collections: School of Education
Open Access Collection
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Google Scholar Search Google Scholar
Access Statistics: 130 Abstract Views, 139 File Downloads  -  Detailed Statistics
Created: Wed, 02 Nov 2011, 10:23:36 EST by Kylie Koulkoudinas

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.