Indigenous education and literacy policy in Australia: bringing learning back to the debate

Indigenous education and literacy policy in Australia: bringing learning back to the debate

In a policy landscape dominated by forces that seek to continually reshape education according to market
logics, there are particular impacts on the seemingly intractable crisis of Indigenous education policy making.
Entrenched discourses of deficit result in education policy continually being ‘done to’ communities, with little
heed paid to the effects of such efforts on the learning opportunities available to young Indigenous learners,
particularly those living in remote communities. This paper examines the contemporary network of policy
levers that come to shape how literacy policy is framed for Indigenous Australians through narratives of failure
and crisis. In doing so, we ask what learning is made (im)possible and what are some of the ‘flattening’ effects
on literacy curriculum and pedagogy as a result? Further, this paper seeks to open up the conversation around
what learning is possible when the policy landscape is unflattened, when policy is ‘done with’ communities,
and when pedagogical practices are opened up, rather than closed down.

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