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Literacy Education and Indigenous Australians pp 313–332Cite as

Afterword: Being Literate in ‘Australian’: The Future Can

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Part of the book series: Language Policy ((LAPO,volume 19))

Abstract

This chapter summarises some of the issues raised by the preceding chapters, and comments on the future of research and practice in the literacy education 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 chapter proceeds to draw out three general developments that might improve the efficacy and durability of educators’ efforts: more detailed conceptualisations of ‘community’ and more central engagement with individual communities; long-term research and development projects; and the integration of Indigenous cultural and linguistic knowledge in literacy education for both Indigenous and Settler learners.

Where are the laws and the legends I gave? Tell me what happened from ‘The first-born’, Jack Davis, Noongar, 1970

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Author information

Authors and Affiliations

  1. School of Education, The University of Wollongong, Wollongong, NSW, Australia

    Peter Freebody

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  1. Peter Freebody
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Editors and Affiliations

  1. Monash University, Melbourne, VIC, Australia

    Jennifer Rennie

  2. University of New England, Armidale, NSW, Australia

    Helen Harper

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Freebody, P. (2019). Afterword: Being Literate in ‘Australian’: The Future Can. In: Rennie, J., Harper, H. (eds) Literacy Education and Indigenous Australians. Language Policy, vol 19. Springer, Singapore. https://doi.org/10.1007/978-981-13-8629-9_17

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  • DOI: https://doi.org/10.1007/978-981-13-8629-9_17

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