Indigenous Languages & Education: Do We Have the Right Agenda?

Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/

Y

14

Foreign Countries; Indigenous Knowledge; Cultural Education; Teacher Attitudes; Cultural Maintenance; Language Maintenance; Traditionalism; Resistance to Change; Controversial Issues (Course Content); Ecology; Conservation (Environment); Needs Assessment; Educational Objectives; Educational Policy

10.1007/s13384-023-00620-0

0311-6999
2210-5328

The language and cultural priorities in Australian Indigenous education have been priority areas since the inaugural national Indigenous education policy was launched in 1989. For over thirty years, these priorities have sat awkwardly in the largely non-Indigenous teaching profession and classroom teachers continue to struggle with how to embed these priorities into the education process, despite the efforts of Australian Curriculum, Assessment and Reporting Authority and their elaborations for application at curriculum and practice levels. In this article, I suggest that these language and cultural priorities are at cross-purposes with education priorities, and neither have helped to curb the demise of our Indigenous languages nor improved Indigenous students' educational outcomes.

As Provided

2024

EJ1417436