Titlebook: Literacy Education and Indigenous Australians; Theory, Research and Jennifer Rennie,Helen Harper Book 2019 Springer Nature Singapore Pte Lt

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Early Literacy: Strengthening Outcomes Through Processes of Collaboration and Engagementg and beyond. Without adequate skills in reading and writing, these students are seriously disadvantaged in a literate society. This pertains to all students and is particularly relevant for Indigenous students as we work to “close the gap” in literacy achievement. This chapter reports on an empiric

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A Case Study of Controversy: The Cape York Aboriginal Australian Academyat Schools Australia (GGSA). The CYAAA has operated in the remote Queensland communities of Coen, Aurukun and Hope Vale. While Aurukun is no longer a campus, the CYAAA continues to operate at Coen and Hope Vale, where it uses Direct Instruction (DI), a standardised pedagogical and curriculum program

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‘A Strong Belief in the Possibility of a Better Life’: The Pedagogy of Contingency and the Ethic of ginalised themselves become more able to intervene effectively in the economic, social and political processes and practices which continue to reproduce this situation. For a number of reasons, this requires a level of English language literacy which a large proportion of those most in need have so

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Afterword: Being Literate in ‘Australian’: The Future Cantion of Indigenous and Settler Australians. Outlined first are the categories of characters that appear across the course of this book, the actions and agency attached to those various characters, and the implications of those categorisations for our interpretation of the projects reported here. The

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