Scaffolding Academic Reading and Writing at the Koori Centre

Australian Journal of Indigenous Education

Volumn 32, Issue , 2003, Pages 41-50

  Rose, David ^a   Chivizhe, Leah Lui ^a   Mcknight, Anthony ^a   Smith, Arthur ^a  

^a UNIVERSITY OF SYDNEY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85000849394     PISSN: 13260111     EISSN: 20497784     Source Type: Journal    
DOI: 10.1017/S1326011100003811     Document Type: Article

References (9)

1. Australian Bureau of Statistics. (1996). Education - Participation in education: The education of Indigenous people. Retrieved 6 November, 2003, from http://www.abs.gov.au/ausstats.
2. Freire, P. (1972). Pedagogy of the oppressed. New York: Continuum.
3. Hudspith, S., & Williams, A. (1994). Enhancing Aboriginal identity and self-esteem in the classroom. In S. Harris & M. Malin (Eds), Aboriginal kids in urban classrooms (pp. 28–36). wentworth Falls: Social Science Press.
4. McRae, D., Ainsworth, G., Cumming, J., Hughes, P., Mackay, T., & Price, K. et al. (2000). What has worked, and will again: The IESIP strategic results projects. Retrieved 16 January, 2004, from http://www.acsa.edu.au.
5. Mandela, N. (1995). Long walk to freedom: The autobiography of Nelson Mandela. London: Abacus.
6. Ninio, A., & Bruner, J. (1978). The achievement and antecedents of labelling. Journal of Child Language, 5,1–15.
7. Rose, D. (1999). Culture, competence and schooling: Approaches to literacy teaching in Indigenous school education. In F. Christie (Ed.), Pedagogy and the shaping of consciousness: Linguistic and social processes (pp. 217–245). London: Cassell.
8. Rose, D., Gray, B., & Cowey, W. (2000). Scaffolding reading and writing for Indigenous children in school. In P. Wignell (Ed.), Double power: English literacy and Indigenous education (pp. 23–60). Melbourne: National Language & Literacy Institute of Australia.
9. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.