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A view beyond review: challenging assumptions in Indigenous education development

Fogarty, William; Lovell, Melissa; Dodson, Mick

Description

Education for remote Indigenous students in Australia’s Northern Territory (NT) has long been characterized by policy failure. In recent years, the ‘solution’ to this vexing policy problem has involved a deliberate, incremental shift towards ‘mainstream’ educational approaches. This includes an increased focus on testing regimes and structured English literacy and numeracy programs, and has led to increased bureaucratic oversight, broad-based ‘benchmarking’ of student achievement, and a...[Show more]

dc.contributor.authorFogarty, William
dc.contributor.authorLovell, Melissa
dc.contributor.authorDodson, Mick
dc.date.accessioned2015-05-10T23:39:43Z
dc.date.available2015-05-10T23:39:43Z
dc.identifier.issn1835 - 2776
dc.identifier.urihttp://hdl.handle.net/1885/13420
dc.description.abstractEducation for remote Indigenous students in Australia’s Northern Territory (NT) has long been characterized by policy failure. In recent years, the ‘solution’ to this vexing policy problem has involved a deliberate, incremental shift towards ‘mainstream’ educational approaches. This includes an increased focus on testing regimes and structured English literacy and numeracy programs, and has led to increased bureaucratic oversight, broad-based ‘benchmarking’ of student achievement, and a problematic emphasis on statistical disparities between Indigenous and nonIndigenous student populations. In this paper we analyse the NT Government’s latest review into Indigenous education - the A share in the future report - to challenge the normative social and cultural assumptions that permeate Indigenous educational discourses and pedagogic approaches. We argue that current notions about ‘the way forward’ can lead to the development of poor policy and actually serve to thwart Indigenous educational aspirations.
dc.format23 pages
dc.publisherThe Graduate School of Education, The University of Melbourne
dc.rights© The University of Melbourne. Publisher permission to deposit this version granted via email on 11/05/2015
dc.sourceUNESCO Observatory Multi-Disciplinary Journal in the Arts
dc.subjectremote education
dc.subjectIndigenous education
dc.subjectAboriginal, education policy
dc.subjectNorthern Territory
dc.subjectAustralia
dc.titleA view beyond review: challenging assumptions in Indigenous education development
dc.typeJournal article
local.identifier.citationvolume4
dc.date.issued2015
local.identifier.absfor180114 - Human Rights Law
local.identifier.ariespublicationu1000239xPUB151
local.publisher.urlhttp://education.unimelb.edu.au/
local.type.statusPublished Version
local.contributor.affiliationFogarty,William P., National Centre for Indigenous Studies, ANU College of Law, The Australian National University
local.contributor.affiliationLovell, Melissa, National Centre for Indigenous Studies, ANU College of Law, The Australian National University
local.contributor.affiliationDodson, Mick, National Centre for Indigenous Studies, ANU College of Law, The Australian National University
local.bibliographicCitation.issue2
local.bibliographicCitation.startpage1
local.bibliographicCitation.lastpage23
dc.date.updated2015-12-08T10:48:20Z
CollectionsANU Research Publications

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