Literacy Education and Indigenous Australians

Chapter 2 The Evidence of Literacy Learning Through Contemporary Kunibídji Knowledge Systems

Chapter 3 Sensory Ways to Indigenous Multimodal Literacies: Hands and Feet Tell the Story

Chapter 4 Durithunga Boul: A Pattern of Respectful Relationships, Reciprocity and Socially Just Literacy Education in One Urban School

Chapter 5 Family Story Time in the Ngaanyatjarra Early Years Program

Chapter 6 Confessions from a Reading Program: Building Connections, Competence and Confidence

Chapter 7 Talking and Writing to Develop Mathematical Meanings in a Remote Indigenous Context

Chapter 8 Indigenous Doctoral Literacy in the Humanities and Social Sciences

Chapter 9 Preparing Pre-service Teachers to Teach Literacy in Remote Spaces

Chapter 10 A Long Unfinished Struggle: Literacy and Indigenous Cultural and Language Rights

Chapter 11 Embedding Evidence-Based Practice into a Remote Indigenous Early Learning and Parenting Program: A Systematic Approach

Chapter 12 Early Literacy: Strengthening Outcomes Through Processes of Collaboration and Engagement

Chapter 13 ‘Just Teach Our Kids to Read’: Efficacy of Intensive Reading Interventions for Both Younger and Older Low-Progress Readers in Schools Serving Mainly Remote Indigenous Communities

Chapter 14 A Case Study of Controversy: The Cape York Aboriginal Australian Academy

Chapter 15 Good Theory, Good Systems: An Instance of Accelerated Literacy Pedagogy Implementation

Chapter 16 ‘A Strong Belief in the Possibility of a Better Life’: The Pedagogy of Contingency and the Ethic of Solidarity in the Yes, I Can! Aboriginal Adult Literacy Campaign

Chapter 17 Afterword: Being Literate in ‘Australian’: The Future Can