Aboriginal students and new literacies

This article argues that literacy policies and pedagogy for Aboriginal learners should reflect recent developments in both critical literacies and new literacies. The authors discuss how research into Indigenous education might be aligned with these recent developments, and then propose recommendations in the light of this alignment. There are four main aspects to this proposal: the first introduces the over-arching theoretical position, establishing the connection between Aboriginal research, critical literacy perspectives and new literacy agendas. The second section discusses and summarises important Aboriginal education research themes within the categories of culture, language and the curriculum. It shows how research into Aboriginal learners and English language has overlapped with wider critical literacy movements in English curriculum as well as issues surrounding educational equity within Australia. The third section moves into the discussion into 'new literacies' and 'multiliteracies', arguing that these movements have the potential to create spaces for more inclusive and socially just curriculum. The final section puts forward a series of syllabus, pedagogy and assessment recommendations.