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The primacy of the mother tongue : Aboriginal literacy and non-standard English

- Zeegers, Margaret, Muir, Wayne, Lin, Zheng

  • Authors: Zeegers, Margaret , Muir, Wayne , Lin, Zheng
  • Date: 2003
  • Type: Text , Journal article
  • Relation: The Australian Journal of Indigenous Education Vol. 32, no. (2003), p. 51-60
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  • Description: This article describes Indigenous Australian languages as having a history of pejoration dating from colonial times, which has masked the richness and complexity of mother tongues (and more recently developed kriols) of large numbers of Indigenous Australians.The paper rejects deficit theory representations of these languages as being inferior to imported dialects of English and explains how language issues embedded in teaching practices have served to restrict Indigenous Australian access to cultural capital most valued in modern socio-economic systems.We go on to describe ways in which alternative perspectives where acknowledgment of rich,complex and challenging features of Indigenous Australian languages may be used by educators as empowering resources for teacher education and teaching in schools. Our paper stresses the urgency of establishing frameworks for language success within which to develop other successful learning outcomes of Indigenous Australians.
  • Description: C1
  • Description: 2003000496

What can we say about 112,000 taps on a Ndjebbana touch screen

- Auld, Glenn

  • Authors: Auld, Glenn
  • Date: 2002
  • Type: Text , Journal article
  • Relation: The Australian Journal of Indigenous Education Vol. 30, no. 1 (2002), p. 1-7
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  • Description: In a remote Aboriginal Australian (Kunibidji) community, three touch-screen computers containing 96 Ndjebbana-language talking books were made available to children in informal settings. The computers' popularity is explained by the touch screens' form and the talking books' intertextual and hybrid nature. The Kunibidji are transforming their culture by including new digital technologies that represent their social practice.
  • Description: C1
  • Description: 2003000139

Crossing over: Collaborative cross-cultural teaching of Indigenous education in a higher education context

- Morgan, Shirley, Golding, Barry

  • Authors: Morgan, Shirley , Golding, Barry
  • Date: 2010
  • Type: Text , Journal article
  • Relation: The Australian Journal of Indigenous education Vol. 39, no. (2010), p. 8-14
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  • Description: This paper explores the dynamics and outcomes from a collaborative cross-cultural approach to teaching an Indigenous education elective unit in a Bachelor of Education (Primary) undergraduate degree at the University of Ballarat in 2009. The three facilitators, one non-Aboriginal and two Aboriginal were a lecturer, an Aboriginal Centre Manager and Local Aboriginal Education Consultative Group member from the Ballarat and District Aboriginal Cooperative respectively. The paper explores the open-ended and collaborative approach used to facilitate the learning, including pedagogies, activities and assessment. The paper, and the collaborative cross-cultural teaching approach it arguably embodies, is presented as a model of desirable practice with undergraduate education students, in particular for pre-service teachers undertaking a P-10 Bachelor of Education degree. As we describe later in the paper, these pre-service teachers, with some exceptions, in general had very limited and often stereotyped knowledge and experience of Aboriginal education, Aboriginal students or Aboriginal perspectives in other areas of the school curriculum. The teaching process we adopted and that we articulate in this paper attempted to address this previous lack of engagement with the subject matter of Indigenous education by actively modelling the processes of local Aboriginal consultation and collaboration that we were trying to teach.
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