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ERIC Number: EJ1424189
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0425-0494
EISSN: EISSN-1754-8845
Neither This nor That: The Challenge of Social Justice for Non-Indigenous English Teachers in First Nations Australian Education Contexts
Tim Delphine; Glenn Auld; Julianne Lynch; Joanne O'Mara
English in Education, v58 n2 p92-107 2024
This article examines and critiques gap-based education policies that are based on statistical and reductive conceptualisations of success for First Nations students in Australia. The policy desire to achieve social justice underpinned by parity of outcomes across a range of life indicators (including standardised English literacy) between First Nations Australians and non-Indigenous Australians is embedded in programmatic approaches to pedagogy such as Accelerated Literacy (AL). We examine the experiences of Bruce, a teacher teaching English in the middle years of school in a school that mandated AL as a whole-of-school approach to English and literacy instruction. We show how intersecting notions of social justice can collide in the English classroom and how teachers in these contexts are in danger of re-colonising through English teaching practices that neither produce statistical improvement nor advance culturally responsive teaching based on giving primacy to Indigenous-authored texts in subject English.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools; Grade 7; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A