Date of Submission
Poor literacy skills are seen as a major contributor to poverty and disadvantage (United Nations Educational, Scientific, and Cultural Organisation [UNESCO], 2011), and to the social and health problems faced by many Aboriginal people today (Australian Institute of Health and Welfare [AIHW], 2013; Boughton, 2009; Dockery, 2013; Steering Committee for the Review of Government Service Provision [SCRGSP], 2011). Literacy education is therefore a social justice issue that needs to be addressed in order to improve the health and wellbeing of Aboriginal people.
There is a lack of current research on adult literacy levels and perceptions about literacy skills in Indigenous communities and with those who may have been marginalised by their poor literacy skills. While there is extensive testing of Indigenous school children through the National Assessment Program in Literacy and Numeracy (NAPLAN), there have been no thorough surveys on adult literacy and no standardised assessing of literacy levels in Indigenous communities across Australia (Boughton, 2009; Kral & Schwab, 2012). Furthermore, research on Indigenous adult literacy learning is predominantly from the perspectives of literacy practitioners and program developers and little has been done to explore the perceptions of literacy issues by Indigenous youth and adults...
Institute for Positive Psychology and Education
Master of Philosophy (MPhil)
Ndaba, A. (2014). Investigating aboriginal perceptions of literacy needs: elucidating innovative approaches to engage aboriginal youth and adults in literacy learning (Doctoral thesis, Australian Catholic University). Retrieved from http://researchbank.acu.edu.au/theses/510