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Inclusive and empowering discourse in an early childhood literacy classroom with Indigenous students

Thwaite, A.,

Academic Literature

2007

This paper presents an analysis of the classroom discourse and strategies of Marcia, an early childhood teacher of a class with a high percentage of Indigenous Australian students. These students have been demonstrably successful on standardised literacy tests, which is not the case for Indigenous students in general in Australia. It will be suggested here that Marcia's approach and relationships with the students, as constructed in her discourse, have been a large contributing factor in this success. Marcia's strategies can be described as both inclusive and empowering and, as such, it will be proposed that awareness of her techniques may be of benefit to teachers who are working with groups whom education systems tend to marginalise and disempower.

Publication information

Journal/Publication : Australian Journal of Indigenous Education

Location : Australasia

Domain/s: Education, Social relationships

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