First Knowledging, First Languaging: Australian Teacher Education
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| Title: | First Knowledging, First Languaging: Australian Teacher Education |
|---|---|
| Language: | English |
| Authors: | Sender Dovchin (ORCID |
| Source: | TESOL Journal. 2026 17(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Foreign Countries, Indigenous Populations, Teacher Education, Educational Policy, Indigenous Knowledge, Languages, Colonialism, Educational Practices, Native Language, Language Maintenance, Language Usage, Self Concept, Well Being, Cultural Maintenance |
| Geographic Terms: | Australia |
| DOI: | 10.1002/tesj.70118 |
| ISSN: | 1056-7941 1949-3533 |
| Abstract: | Colonial policy and practices in Australia have led to the current situation of economic and social disadvantage for First Nations peoples. These policies were also instrumental in the demise of their traditional languages, from approximately 250 to now only 12 being learnt as a first language. The consequence of this has been deleterious for the speakers in terms of their self-identity, well-being and for the cultural transmission. Using the indigenist methodology of yarning to reflect upon the issues, the authors describe the need for a social justice turn through "First Knowledging" and "First Languaging" in Australian Teacher Education. These will serve to counter colonialinguistic policies and practices and to challenge systemic inequities in language ideologies. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506598 |
| Database: | ERIC |
| Abstract: | Colonial policy and practices in Australia have led to the current situation of economic and social disadvantage for First Nations peoples. These policies were also instrumental in the demise of their traditional languages, from approximately 250 to now only 12 being learnt as a first language. The consequence of this has been deleterious for the speakers in terms of their self-identity, well-being and for the cultural transmission. Using the indigenist methodology of yarning to reflect upon the issues, the authors describe the need for a social justice turn through "First Knowledging" and "First Languaging" in Australian Teacher Education. These will serve to counter colonialinguistic policies and practices and to challenge systemic inequities in language ideologies. |
|---|---|
| ISSN: | 1056-7941 1949-3533 |
| DOI: | 10.1002/tesj.70118 |
