Advertisement

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

  • Peter Freebody
Chapter
Part of the Language Policy book series (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.

References

  1. Bialystok, E., & Barac, R. (2012). Bilingual effects on cognitive and linguistic development: Role of language, cultural background, and education. Child Development, 83, 413–422.CrossRefGoogle Scholar
  2. Bryk, A. S. (2015). 2014 AERA Distinguished Lecture: Accelerating how we learn to improve. Educational Researcher, 44, 467–477.CrossRefGoogle Scholar
  3. Buckskin, P., Hughes, P., Price, K., Rigney, LI., Sarra, C., Adams, I., & Hayward, C. (2009). Review of Australian directions in Indigenous education, 2005–2008. Ministerial Council for Education, Early Childhood Development and Youth Affairs Reference Group on Indigenous Education, Government of Western Australia. https://catalogue.nla.gov.au/Record/4729883. Accessed 29 July 2018.
  4. Carrington, V. (2017). How we live now: “I don’t think there’s such a thing as being offline”. Teachers College Record, 119, 1–24.Google Scholar
  5. Chelsea, N. K., Keehne, M. W., Sarsona, M., Kawakami, A. J., & Au, K. H. (2018). Culturally responsive instruction and literacy learning. Journal of Literacy Research, 50, 141–166.CrossRefGoogle Scholar
  6. Clyne, M. (2005). Australia’s language potential. Sydney: University of New South Wales Press.Google Scholar
  7. Dagenais, D., Toohey, K., Bennett Fox, A., & Singh, A. (2017). Multilingual and multimodal composition at school. Language and Education, 31, 263–282.CrossRefGoogle Scholar
  8. Davis, J. (1970). ‘The first-born’ and other poems. Sydney: Angus & Robertson.Google Scholar
  9. Eisenstein, E. (2012). The printing revolution in early modern Europe (2nd ed.). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  10. Fitzgerald, R., & Housley, W. (2015). Advances in membership categorization analysis. London: Sage Publishing.CrossRefGoogle Scholar
  11. Fogarty, L. (1990). Waste or worse. In Jagera. Coominya: Cheryl Buchanan. Available at https://redroomcompany.org/poem/lionel-fogarty/waste-or-worse/. Accessed 20 Aug 2018.Google Scholar
  12. Freebody, P., Chan, E., & Barton, G. (2013). Curriculum as literate practice: Language and knowledge in the classroom). In K. Hall, T. Cremin, B. Comber, & L. Moll (Eds.), International Handbook of research on children’s literacy, learning, and culture (pp. 304–318). Oxford: Wiley-Blackwell.CrossRefGoogle Scholar
  13. Gee, J. P. (2005). Semiotic social spaces and affinity spaces: From the age of mythology to today’s schools. In D. Barton & K. Tusting (Eds.), Beyond communities of practice: Language, power and social context (pp. 214–232). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  14. Gee, E., & Gee, J. P. (2017). Games as distributed teaching and learning systems. Teachers College Record, 119, 1–22.Google Scholar
  15. Graff, H. J. (2010). The literacy myth at thirty. Journal of Social History, 43, 635–661.CrossRefGoogle Scholar
  16. Gray, B. N. (2007). Accelerating the literacy development of Indigenous students. Darwin: Charles Darwin University Press.Google Scholar
  17. Gregory, N. (2017). Songlines. Australian Poetry Journal, 7, 27.Google Scholar
  18. Heugh, K., Prinsloo, C., Makgamatha, M., Diedericks, G., & Winnaar, L. (2017). Multilingualism(s) and system-wide assessment: A southern perspective. Language and Education, 31, 197–216.CrossRefGoogle Scholar
  19. Jayyusi, L. (1991). Values and moral judgement: communicative praxis as moral order. In G. Button (Ed.), Ethnomethodology and the human sciences (pp. 227–251). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  20. Keating, P. (1992). Redfern Speech Launching the International Year of the World’s Indigenous People, Redfern Park, 10 December https://antar.org.au/sites/default/files/paul_keating_speech_transcript.pdf. Accessed 17 Aug 2018.
  21. Koch, G. (2013). We have the song, so we have the land: Song and ceremony as proof of ownership in Aboriginal and Torres Strait Islander land claims (AIATSIS Research Discussion Paper #33). Canberra: AIATSIS Research Publications.Google Scholar
  22. Leung, L. (2009). User-generated content on the internet: an examination of gratifications, civic engagement and psychological empowerment. New Media & Society, 11, 1327–1347.CrossRefGoogle Scholar
  23. Levinson, M. P. (2007). Literacy in English Gypsy communities: Cultural capital manifested as negative. American Educational Research Journal, 44, 5–39.CrossRefGoogle Scholar
  24. Luke, A., et al. (2013). A summative evaluation of the Stronger Smarter Learning Project, vols. 1 and 2. Canberra: Department of Employment, Education and Vocational Training. http://eprints.qut.edu.au/statistics/eprint/59535/.
  25. Malouf, D. B., & Taymans, J. M. (2016). Anatomy of an evidence base. Educational Researcher, 45, 454–459.CrossRefGoogle Scholar
  26. Marett, A. (2005). Songs, dreamings and ghosts: The Wangga of North Australia. Middletown: Wesleyan University Press.Google Scholar
  27. Marett, A. (2010). Vanishing songs: How musical extinctions threaten the planet. Ethnomusicology Forum, 19, 249–262.CrossRefGoogle Scholar
  28. McKee, L. L., & Heydon, R. M. (2015). Orchestrating literacies: Print literacy learning opportunities within multimodal intergenerational ensembles. Journal of Early Childhood Literacy, 15, 227–255.CrossRefGoogle Scholar
  29. Morgan, A.-M., Reid, N., & Freebody, P. (forthcoming). Literacy and linguistic diversity in Australia. In To appear in L. Verhoeven, K. Pugh, & C. Perfetti (Eds.), Cross-linguistic perspectives on literacy education. Cambridge: Cambridge University Press.Google Scholar
  30. Nooky with The Herd, Radical Son & Sky’High (2012). Like a Version, cover of Sam Cooke “Change is gonna come”. Reconciliation Week, triplej. https:/www.youtube.com/watch?v=4ACBU_DyYMw. Accessed 04 Aug 2018.
  31. Oodgeroo, Noonuccal (Kath Walker). (1966). Let us not be bitter. In From The dawn is at hand. Brisbane: Jacaranda Wiley.Google Scholar
  32. Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40, 184–202.CrossRefGoogle Scholar
  33. Pellegrino, J. W. (2018). Assessment of and for learning. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 410–421). London: Routledge.CrossRefGoogle Scholar
  34. Purdie, N., Frigo, T., Ozolins, C., Noblett, G., Thieberger, N. & Sharp, J. (2008). Indigenous language programs in Australian Schools: A way forward (Australian Council for Educational Research Report). http:/research.acer.edu.au/indigenous_education/18/. Accessed 09 Oct 2016.
  35. Quakawoot, Z. (2012). Your way – Our way – The truth. www.CreativeSpirits.info. Accessed 29 July 2018.
  36. Rigney, L.-I. (2011). Action for Aboriginal social inclusion. In D. Bottrell & S. Goodwin (Eds.), Schools, communities and social inclusion (pp. 38–49). South Yarra: Palgrave Macmillan.Google Scholar
  37. Ritchie, C. (2018). Keynote address. Gold Coast: National Indigenous Languages Convention. http:/aiatsis.gov.au/publications/presentations/national-indigenous-languages-convention-keynote-address. Accessed 25 June 2018.Google Scholar
  38. Scull. (2016). Effective literacy teaching for Indigenous students: Principles from evidence-based practices. Australian Journal of Language and Literacy, 39, 54–63.Google Scholar
  39. Sellwood, J., & Angelo, D. (2013). Everywhere and nowhere: The invisibility of Indigenous Australian and Torres Strait Island contact languages in education and indigenous language contexts. Australian Review of Applied Linguistics, 36, 250–266.CrossRefGoogle Scholar
  40. Siegel, J. (1999). Creoles and Minority dialects in education: an overview. Journal of Multilingual and Multicultural Development, 20, 508–531.CrossRefGoogle Scholar
  41. Snow, C. E. (2015). Rigor and realism: Doing educational science in the real world. The 2014 Wallace Foundation Distinguished Lecture. Educational Researcher, 44, 460–466.CrossRefGoogle Scholar
  42. Stevenson, A., & Beck, S. (2017). Migrant students’ emergent conscientization through critical, socioculturally responsive literacy pedagogy. Journal of Literacy Research, 49, 240–272.CrossRefGoogle Scholar
  43. Street, B. V. (2012). Society reschooling. Reading Research Quarterly, 47, 216–227.CrossRefGoogle Scholar
  44. Sutton, P. (2011). The politics of suffering: Indigenous Australia and the end of the liberal consensus. Melbourne: Melbourne University Publishing.Google Scholar
  45. Taylor, L. (1997). Seeing the inside: Bark painting in Western Arnhem Land. Oxford: Clarendon Press.Google Scholar
  46. Thomas, R. (2009). Writing, reading, public and private literacies: Functional literacy and democratic literacy in Greece. In W. A. Johnson & H. N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 13–45). Oxford: Oxford University Press.Google Scholar
  47. Vosoughi, S., Roy, D., & Aral, S. (2018). The spread of true and false news online. Science, 359, 1146–1151.CrossRefGoogle Scholar
  48. Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. Cambridge, MA: MIT Press.Google Scholar
  49. Wasik, B. H. (2012). Handbook of family literacy (2nd ed.). New York: Routledge.CrossRefGoogle Scholar
  50. Wigglesworth, G., Simpson, J., & Loakes, D. (2011). NAPLAN language Assessments for Indigenous children in remote communities: issues and problems. Australian Review of Applied Linguistics, 34, 320–343.CrossRefGoogle Scholar
  51. Young, M., Chester, J.-L., Flett, B., Joe, L., Marshall, L., Moore, D., Paul, K., Paynter, F., Williams, J., & Huber, J. (2010). Becoming ‘real’ Aboriginal teachers: Attending to intergenerational narrative reverberations and responsibilities. Teachers and Teaching: Theory and Practice, 16, 285–305.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  • Peter Freebody
    • 1
  1. 1.School of EducationThe University of WollongongWollongongAustralia

Personalised recommendations