The power of words: bias and assumptions in the aboriginal and Torres Strait islander education action plan
Article
Article Title | The power of words: bias and assumptions in the aboriginal and Torres Strait islander education action plan |
---|---|
ERA Journal ID | 11099 |
Article Category | Article |
Authors | |
Author | Hogarth, Melitta |
Journal Title | The Australian Journal of Indigenous Education |
Journal Citation | 46 (1), pp. 44-53 |
Number of Pages | 10 |
Year | 2017 |
Publisher | University of Queensland |
Place of Publication | United Kingdom |
ISSN | 1326-0111 |
2049-7784 | |
Digital Object Identifier (DOI) | https://doi.org/10.1017/jie.2016.29 |
Web Address (URL) | https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/power-of-words-bias-and-assumptions-in-the-aboriginal-and-torres-strait-islander-education-action-plan/AF2E9C077BAF75F911C9BC8AC500C017 |
Abstract | This paper argues that “genuine” engagement and consultation is required where Indigenous voice is included within the policy development process for “true” progress to be achieved. With the ever increasing engagement of Aboriginal and Torres Strait Islander people in the decision making processes of Indigenous education, it is anticipated that there will be provision of opportunities for better outcomes and a greater acceptance of the policy within community (Department of Prime Minister and Cabinet, 2014). This paper is derived from a larger project where the Aboriginal and Torres Strait Islander Education Action Plan (Ministerial Council for Education, Early Childhood Development and Youth Affairs, 2011) was critically analysed using Fairclough’s (2001) Critical Discourse Analysis framework and Rigney’s (1999) Indigenist Research Principles. Within this study, the underlying assumptions and bias identified within the policy and how it positions Aboriginal and Torres Strait Islander people were articulated. The major findings that emerged from the data included a) the homogenous grouping of Aboriginal and Torres Strait Islander people, b) the maintenance of the prevalent dominant ideology within policy, and finally c) the expectation by the power elite of increased engagement and connections by Aboriginal and Torres Strait Islander peoples without consideration of the detrimental effects of past policies and reforms. |
Keywords | Indigenous education, Indigenous education policy, Aboriginal and Torres Strait Islander Education Action Plan, Indigenous methodologies, Indigenous Critical Discourse Analysis |
ANZSRC Field of Research 2020 | 450299. Aboriginal and Torres Strait Islander education not elsewhere classified |
Byline Affiliations | Queensland University of Technology |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q468q/the-power-of-words-bias-and-assumptions-in-the-aboriginal-and-torres-strait-islander-education-action-plan
Download files
1244
total views1828
total downloads0
views this month0
downloads this month