NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ959899
Record Type: Journal
Publication Date: 2004
Pages: 7
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1326-0111
Self-Recognition and Well-Being: Speaking Aboriginal English in Healthy Classrooms
Harrison, Neil
Australian Journal of Indigenous Education, v33 p7-13 2004
This paper applies the findings of doctoral research undertaken in the Northern Territory. It draws on extended interviews with nine Indigenous students studying at university to produce four findings for classroom learning and teaching, one of which highlights the need to recognise Aboriginal English as a focal point of the curriculum for both Aboriginal and non-Aboriginal students. I take the position that this recognition in schools depends to a significant degree on universities training their preservice teachers to recognise Aboriginal English as necessary to Aboriginal student learning and therefore as a legitimate dialect of the classroom, and this in turn requires universities to recognise the importance of Aboriginal English in their own curricula. Towards the end of the paper, I draw on some literature to suggest ways in which Aboriginal English could be incorporated into the classroom.
University of Queensland. Aboriginal and Torres Strait Islander Studies Unit, Brisbane, Queensland, 4072, Australia. Tel: +61-7-3365-1969; Fax: +61-7-3365-6855; e-mail: ajie@uq.edu.au; Web site: http://www.atsis.uq.edu.au/ajie/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia