Indigenous futures for the subject of English: a profile of practice

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

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.
Original languageEnglish
Title of host publicationThe Routledge handbook of Australian Indigenous peoples and futures
EditorsBronwyn Carlson, Madi Day, Sandy O'Sullivan, Tristan Kennedy
Place of PublicationLondon ; New York
PublisherRoutledge, Taylor and Francis Group
Chapter11
Pages166-178
Number of pages13
ISBN (Electronic)9781003271802
ISBN (Print)9781032222530, 9781032222547
DOIs
Publication statusPublished - 2024

Publication series

NameRoutledge Anthropology Handbooks
PublisherRoutledge

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