Enhancing Opportunities for Australian Aboriginal Literacy Learners in Early Childhood Settings
This article focuses on how young Australian Aboriginal learners experience early childhood literacy practices. The cultural-historical perspective used by the authors considers the inequities often embedded within these practices and identifies ways in which issues of social justice and historical...
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Published in | Childhood education Vol. 81; no. 6; pp. 327 - 332 |
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Main Authors | , |
Format | Journal Article |
Language | English |
Published |
Olney
Taylor & Francis Group
01.09.2005
Association for Childhood Education International (ACEI) Subscriptions Association for Childhood Education International Taylor & Francis Ltd |
Subjects | |
Online Access | Get full text |
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Summary: | This article focuses on how young Australian Aboriginal learners experience early childhood literacy practices. The cultural-historical perspective used by the authors considers the inequities often embedded within these practices and identifies ways in which issues of social justice and historical and cultural understanding can be emphasized to provide support for these learners that will enhance their learning opportunities. It draws on the literature of critical literacy, initially explored by Freire, who believed, 'Language and reality [to be] dynamically interconnected,' and that 'The understanding attained by critical reading of a text implies perceiving the relationship between text and context'. Freire recognized that 'reading the world precedes reading the word and reading the word implies continually reading the world'. |
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Bibliography: | Refereed article. Includes bibliographical references. Childhood Education; v.81 n.6 p.327-332; August 2005 |
ISSN: | 0009-4056 2162-0725 |
DOI: | 10.1080/00094056.2005.10521321 |