Too many ‘two-ways’? ‘Gäwa is a two-way school’: clarifying approaches to remote Northern Territory Indigenous education

LCJ 24 cover

Ben van Gelderen

LCJ: Number 24, October 2019, pp. 40-54
https://doi.org/10.18793/lcj2019.24.04

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Citation
van Gelderen, B. (2019). Too many ‘two-ways’? ‘Gäwa is a two-way school’: clarifying approaches to remote Northern Territory Indigenous education. Learning Communities: International Journal of Learning in Social Contexts, 24, 40-54. DOI: https://doi.org/10.18793/lcj2019.24.04

 

Abstract

The expression ‘two-way’ teaching and learning has a long history in the Northern Territory in relation to remote Indigenous education. However, it is not applied with any degree of consistency; the term ‘two-way’ functions as a summary expression for a diverse array of pedagogical approaches. This article presents qualitative research from the remote, Yolŋu ‘homeland’ community at Gäwa in north-east Arnhem Land as Indigenous first-language, case-study data. It also aims to disambiguate ‘two way’ models as current community aspirations are compared with historical policies and applications of ‘two-way’ approaches from across the Northern Territory. These include Indigenous perspectives, Indigenous learning-style, team-teaching, bilingual education, ‘bothways’ education and domain separation.

 

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