Anangu literacy practices unsettle northern models of literacy /
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(Published version)
Date
2021
Authors
Armitage, Janet
Editors
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Journal Title
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Type:
thesis
Citation
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Abstract
The purpose of this thesis is to examine and critique northern models of literacy, the autonomous (as defined by Street, 1984), and the ideological (Street, 2000) in an attempt to locate their place in northern epistemological frames and to identify the extent to which they are inclusive of Aboriginal and Torres Strait Islander literacies. The context of this thesis is the Anangu Pitjantjatjara Yankunytjatjara Lands of South Australia. The research question is addressed through an analysis of Anangu literacy practices as observed through ethnographic methods and under guidance of Anangu participants and co-researchers. The findings reveal ways in which Anangu knowledge is generated and represented in walka [translation: meaningful marks] (Goddard, 2006: 11), performed through ‘orature’ (Santos, 2018), reinforcing connections with Country across trans-chronological layerings.
School/Discipline
University of South Australia. UniSA Education Futures.
UniSA Education Futures.
UniSA Education Futures.
Dissertation Note
Thesis (PhD(Education)Languages and Linguistics)(DUCIER))--University of South Australia, 2021.
Provenance
Copyright 2021 Janet Armitage.
Description
English, some Pitjantjatjara language.
1 ethesis (xv, 254 pages) :
colour illustrations.
Includes bibliographical references (pages 225-248)
1 ethesis (xv, 254 pages) :
colour illustrations.
Includes bibliographical references (pages 225-248)
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