Conflicting Knowledges: Barriers to Language Continuation in the Kimberley

Autor/inn/en	Bedford, Patsy Ngalu; Casson, Siobhan K.
Titel	Conflicting Knowledges: Barriers to Language Continuation in the Kimberley
Quelle	In: Australian Journal of Indigenous Education, 39 (2010), S.76-86 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
Schlagwörter	Indigenous Populations; Culturally Relevant Education; Language Maintenance; Language Skill Attrition; Oral Language; Curriculum Development; Indigenous Knowledge; Foreign Countries; Geographic Regions; Native Language Instruction; Networks; Resource Centers; Holistic Approach; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Sprachpflege; Sprachverfall; Oral interpretation; Mündlicher Sprachgebrauch; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Native language education; Muttersprachlicher Unterricht; Holistischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	The Kimberley Language Resource Centre (KLRC) earned its status over three decades as the representative body for Kimberley languages. In 2004, the organisation started to respond to grassroots concerns about the lack of language speakers in the younger generations. Aboriginal people are also connecting loss of languages to loss of bio-cultural knowledge. In 2006, the KLRC began promoting language continuation strategies such as Teaching On Country. The organisation uses a series of diagrams to assist with this work and is developing an Aboriginal oral curriculum. Lack of support from within government and education circles for these strategies led the organisation to reflect on the difference between Aboriginal and Western knowledge systems. This paper questions Western approaches to education and argues that Aboriginal holistic knowledge must be supported within appropriate teaching and learning contexts to ensure the survival of languages and knowledge. It makes a case for evidence based, community engaged research examining language and knowledge continuation. It asks that Western education providers, who segregate language knowledge from experience and from country, examine and revise their practices. In conclusion, it calls for a realistic dialogue with government which honours the intentions of former Prime Minister Rudd's Apology to the Stolen Generations. (Contains 5 figures.) (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10