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The evidence of literacy learning through contemporary Kunibídji knowledge systems
chapterposted on 2019-01-01, 00:00 authored by Lena Djabibba, Glenn AuldGlenn Auld, Joanne O'MaraJoanne O'Mara
This study examines the literacy learning demonstrated by Kunibídji young people of Northern Australia when interacting with mobile phones. Based on ethnographic field work, we analyze the literacy learning in relation to the constructs of Contemporary Kunibídji Knowledge Systems (CKKS) as well as using Green’s 3D model of literacy practices (1988/2012). The literacy learning referenced by these CKKS incorporate historical, virtual and lived experiences, relational significance to country, family and friends and opportunities to construct hybridized narratives in an ethos of humour, risk taking and turn taking. The narratives produced by the young people highlight the linguistic and cultural complexity they navigate in their own learning spaces which are in stark contrast to the programmised literacy instruction they receive at school. Using Dorothy Smith’s notion of ruling relations we argue that evidence of literacy engagement premised on CKKS foregrounds the young people’s ontological being-in-relation-to-the-world. The authors argue the standardized literacy programs offered at school for Kunibídji children are not evaluated for the ontological constructs such as country, relationality and hybridity that have been evidenced to support learning out of school.