Enhancing Opportunities for Australian Aboriginal literacy learners in early childhood settings

Lee Simpson, Susan Clancy

Research output: Contribution to journalArticlepeer-review

8 Citations (Scopus)

Abstract

A brief narrative description of the journal article, document, or resource. In the context of contemporary Australian society, the education system is still failing to increase educational outcomes among the majority of Australian Aboriginal (1) learners. This educational dilemma has persisted despite the regular introduction of systemic initiatives and funding aimed at addressing Australian Aboriginal learners' low educational outcomes. Continued tension exists between, on the one hand, policy and suggested strategies addressing the broad context, and, on the other hand, the development of context-specific classroom practices that will enhance literacy outcomes for Australian Aboriginal learners. While various approaches can be considered, the uniqueness of the Australian experience--both in historical and contemporary contexts--requires consideration of Australian histories, cultures, and geography. In light of this, a cultural-historical approach that "assumes that individual development and disposition must be understood in (not separate from) cultural and historical context[s]" (Gutierrez & Rogoff, 2003, p. 22) provides a useful framework for discussion. The purpose of this article is to focus on how young Australian Aboriginal learners experience early childhood literacy practices
Original languageEnglish
Pages (from-to)327-332
Number of pages6
JournalChildhood Education
Volume81
Issue number6
Publication statusPublished - 2005

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