Coming, ready or not: Aboriginal children's transition to school in urban Australia and the policy push

Concern that too many Australian children, particularly Indigenous children, are not ready to start school has spurred a series of changes to the pre-school sector. Included among these changes are nationwide mass surveying and the introduction of a unified curriculum framework together with moves t...

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Bibliographic Details
Published in:International journal of early years education 2011-06, Vol.19 (2), p.145-161
Main Author: Jo Taylor, Anthea
Format: Article
Language:English
Subjects:
Aboriginal education
Aboriginal students
Articulation (Education)
Asian culture
Australia
Australian indigenous education
Change Strategies
Culture fair tests
Curricula
Curriculum Development
Early Childhood Education
Educational Change
Educational policy
Educational Testing
Foreign Countries
Indigenous Knowledge
Indigenous Populations
Indigenous/Aboriginal socialisation
Language
Mainstreaming
Native children & youth
Outreach Programs
Predictor Variables
Preschool children
Preschool primary transition
Primary education
School Readiness
School readiness tests
Test bias
Transitional Programs
Urban Areas
Urban schools
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Summary:Concern that too many Australian children, particularly Indigenous children, are not ready to start school has spurred a series of changes to the pre-school sector. Included among these changes are nationwide mass surveying and the introduction of a unified curriculum framework together with moves towards standardised entry assessment. Focusing on Indigenous children in mainstream schools in settled Western Australia, it is argued that such measures have a limited capacity to address misplaced notions of deficit and assist Indigenous children in making the transition to school. Currently missing from policy and profession is a deeper understanding of Indigenous culture and language use.
ISSN:0966-9760
1469-8463
DOI:10.1080/09669760.2011.602593