A Share in the Future...Only for Those Who Become Like "Us"!: Challenging the "Standardisation" Reform Approach to Indigenous Education in the Northern Territory

Autor/in	Spillman, David
Titel	A Share in the Future...Only for Those Who Become Like "Us"!: Challenging the "Standardisation" Reform Approach to Indigenous Education in the Northern Territory
Quelle	In: Australian Journal of Indigenous Education, 46 (2017) 2, S.137-147 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
Schlagwörter	Indigenous Populations; Educational Policy; Futures (of Society); Program Descriptions; Foreign Countries; Educational Change; International Cooperation; Neoliberalism; Disadvantaged; Numeracy; Literacy; Standardized Tests; Statistical Analysis; Comparative Analysis; Teaching Methods; Cultural Context; Geographic Regions; Academic Standards; Indigenous Knowledge; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Politics of education; Bildungspolitik; Future; Society; Zukunft; Ausland; Bildungsreform; Internationale Kooperation; Internationale Zusammenarbeit; Neo-liberalism; Neoliberalismus; Rechenkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Standadised tests; Standardisierter Test; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	The global standardization reform movement in education has seduced many Indigenous education policy makers in Australia, providing a powerful neoliberal discourse to further consolidate their focus on Indigenous educational defcit. "A Share in the Future", the latest review of Indigenous education in the Northern Territory is an exemplar in this regard. This paper offers a brief exposition of this review, highlighting how an exclusive focus on comparative statistics and standardised testing of English literacy and numeracy works to maintain the coupling of "Indigenous" and "defcit", reifying colonial power relations and justifying technical and bureaucratic educational approaches, administered and monitored from afar. Such an approach is unable to adequately respond to the relational, cultural and linguistic complexities and nuances of local Indigenous education contexts. The educational assumptions and propositions of "A Share in the Future" will be juxtaposed with those of the Cross-Cultural Collaboration Project, undertaken in the Northern Territory in 2008, to consider alternative ways of successfully engaging these local educational complexities. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01