Issues in Indigenous literacy policy implementation in Queensland schools

Taylor, Pauline (2007) Issues in Indigenous literacy policy implementation in Queensland schools. In: Papers from Eidos Emerge 2007. pp. 1-11. From: Eidos Emerge 2007, 10 September 2007, Brisbane, QLD, Australia. (Unpublished)

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This paper discusses issues in the implementation of Indigenous literacy policies in Queensland schools. It draws on recent doctoral research (2005) into the processes and barriers which contribute to or detract from improved literacy outcomes for Aboriginal and Torres Strait Islander students who have English as a second or subsequent language. The interrelatedness and interdependence of nations, economies, ecologies, trade, marketing and cultures have fore-grounded the development of social capital as the bedrock of economic development. In this globalizing climate, the nexus between education, literacy, economic competitiveness and building social and human capital has become a clear conflation in Australian literacy policy literature. Literacy is regarded as a key capability crucial for participation in, and the shaping of, social, economic and political structure of contemporary Australian society. This research is significant in that it documents contemporary practice in literacy policy implementation through the collective voices of participants and provides insights into broader issues of barriers to successful policy implementation. The study raises concerns about policy development and implementation processes and suggests that public dialogic spaces are a necessary element in addressing issues of literacy, equity and social justice in education. The successful schools in this study provided genuinely dialogic spaces for schools and communities, teachers and students to interact. Furthermore, teachers with knowledge and skills about ESL pedagogy and issues of language for Indigenous students positively affected Indigenous ESL students’ literacy outcomes. Thus, ESL pedagogy and issues if language for Indigenous students should be a core element of pre-service and in-service teacher education programs.

Item ID: 10040
Item Type: Conference Item (Research - E1)
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Date Deposited: 28 Jun 2010 03:21
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators @ 25%
16 STUDIES IN HUMAN SOCIETY > 1605 Policy and Administration > 160506 Education Policy @ 75%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 25%
93 EDUCATION AND TRAINING > 9304 School/Institution > 930403 School/Institution Policies and Development @ 75%
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