Abstract
Aboriginal bilingual education in Australia represents much more than a range of education programs. It has been a measure of non-Aboriginal commitment to either assimilation or cultural pluralism, and has fomented debate on ideological questions such as: What range of skills and knowledge qualify a person to be a teacher? Do Aboriginal languages and cultures have valuable contributions to make to the post-industrial world? Does writing undermine or strengthen the long-term viability of previously unwritten languages? When are people ‘ready’ to control a school? What constitutes legitimate measures of success or failure, or value for money in education? How important are English and Western mathematics to Aboriginal well-being, self-determination and even cultural survival in the modern world? What roles do bilingual schools play in maintaining Aboriginal languages and cultures? And finally, what are schools for?
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Harris, S., Devlin, B. (1997). Bilingual Programs Involving Aboriginal Languages in Australia. In: Cummins, J., Corson, D. (eds) Bilingual Education. Encyclopedia of Language and Education, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4531-2_1
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DOI: https://doi.org/10.1007/978-94-011-4531-2_1
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