Indigenous literacy: learning from the centre not the margin

Before the 1788 invasion, literacy practices were determined by the social practices of over 500 Indigenous communities in what is now known as Australia. Since 1788 Indigenous literacy has been measured against and determined by the British and Anglo-Australians. For example, Indigenous cultures have always been referred to as oral and not literate. The word art has been imposed which deligitimises Indigenous literacies. It is time that Indigenous Australians take the initiative in determining literacy learning according to their own perceptions of literacy needs and social practices in living at the interface of two cultures, their own and Western. This paper explains how some cultural issues can be counterproductive to positive outcomes in the school system. While it is important for educators to address these issues, so also is it important for Indigenous communities at the local level to determine how to address them according to each community’s specific needs. Indigenous children need to place themselves at the centre of their learning at the interface of the two cultures and not learn from the margin of Australian society.