@inbook{6dde6bf343b84ed98415a15e6646211b,
title = "Indigenous futures for the subject of English: a profile of practice",
abstract = "The teaching of the subject English remains a priority across the continent colonially known as Australia. It is cemented as core curriculum for all students, evidenced in New South Wales (NSW) with it being the only subject compulsory for students to engage with if they are continuing to Year 12 (NESA, 2022). English teachers are well served to embed Indigenous perspectives due to the availability of texts and the autonomy to select and include these in teaching practice. This chapter will present a Profile of Practice of an Indigenous English teacher, Yannha, who was yarned with around the following research question: “How do NSW English teachers represent Aboriginal and Torres Strait Islander perspectives in Stages 4 and 5 (Years 7–10) through their text choices and pedagogical approaches to these texts?” This question is situated amongst a range of policy and curricula considerations that inform the current contexts in which this subject and content area exists.",
author = "Tamika Worrell",
year = "2024",
doi = "10.4324/9781003271802-13",
language = "English",
isbn = "9781032222530",
series = "Routledge Anthropology Handbooks",
publisher = "Routledge, Taylor and Francis Group",
pages = "166--178",
editor = "Bronwyn Carlson and Madi Day and Sandy O'Sullivan and Tristan Kennedy",
booktitle = "The Routledge handbook of Australian Indigenous peoples and futures",
address = "United Kingdom",
}