This book explores the contextual, particularly cultural-related, factors that may impact reading outcomes of young Indigenous learners in their early years, underpinned by the conceptual framework of cultural capital originated by Bourdieu. By drawing upon a participatory and exploratory case study, conducted at a regional school in Australia over a period of six months, it highlights the challenges that Indigenous students face in reading, and how the contextual factors contribute to Indigenous students’ development in reading skills and their reading performance. This book helps readers to gain a better and deeper understanding of Indigenous culture, the importance of the role that culture plays in Indigenous children’s literacy education, and how it shapes the way they learn and think.
Author(s): Gui Ying Annie Yang-Heim
Publisher: Springer
Year: 2023
Language: English
Pages: 217
City: Singapore
Foreword
References
Preface
Acknowledgments
Contents
List of Figures
List of Tables
1 Introduction to Indigenous Education
1.1 Global Context of Indigenous Education
1.2 Background to the Research
1.3 Influential Initiatives in Indigenous Education in Australia in Recent Decades
1.4 Personal Interest in the Research
1.5 Understanding Indigenous Colonisation
1.6 Structure of the Book
References
2 Reading and Cultural Capital
2.1 Introduction
2.2 Process Models of Reading
2.3 Componential Models of Reading
2.3.1 Word Recognition and Phonological/Phonemic Awareness
2.3.2 Language
2.3.3 Background Knowledge
2.3.4 Comprehension
2.4 Linkage Between Culture and Education
2.4.1 Big ‘C’ and Little ‘c’ Culture
2.4.2 Theory of Cultural Capital
2.5 Conceptual Framework Adopted for the Research
2.6 Summary and Reflections
References
3 Research Design and Methodology
3.1 Qualitative Research Approach
3.2 The Design of the Research
3.3 Research Site and Participants
3.4 Data Generation
3.4.1 Fountas and Pinnell Benchmark Assessment Systems (F&P) Using Non-Indigenous Culture-Based Texts
3.4.2 PAT (Progressive Achievement Test)
3.4.3 Audio Recording of Books Related to Indigenous Culture
3.4.4 Interviews
3.4.5 Narrative Stories
3.5 Data Analysis
3.5.1 Analysis of the Test Results of PAT Reading (Progressive Achievement Test in Reading)
3.5.2 Analysis of the Test Results of F&P Reading Tests on Texts Not Related to Indigenous Culture
3.5.3 Analysis of the Audio Recording of the Classroom Reading Activities with Texts Based on Indigenous Culture
3.5.4 Interviews
3.5.5 Narrative Stories
3.6 Validity and Reliability
3.7 Ethical Issues
3.8 Summary and Reflections
References
4 Challenges in Reading Faced by Indigenous Students
4.1 Introduction
4.1.1 PAT Reading
4.1.2 F&P Reading Tests
4.2 Linguistic Challenges
4.2.1 Phonology-Related Challenges
4.2.2 Challenges Due to Limited Grammatical Knowledge
4.2.3 Challenges Due to Limited Vocabulary
4.3 Challenges Concerning Knowledge of the World
4.3.1 Challenges in Understanding Culture-Related Humour
4.3.2 Challenges Due to Lack of Contextual Knowledge
4.3.3 Challenges Due to Lack of Topical Knowledge
4.3.4 Challenges Due to Lacking the Ability to Make Connections with the World
4.4 Challenges in Applying Comprehension Strategies
4.4.1 Challenges of Strategic Application of Analytical Skills
4.4.2 Challenges in Identifying the Main Ideas in a Text
4.4.3 Challenges in Retrieving Directly Stated Information
4.4.4 Challenges in Interpreting Explicit Information
4.5 Summary
References
5 The Power of Students’ Voices
5.1 Introduction
5.2 Aha Moments in Indigenous Students’ Stories
5.2.1 AS3’s Narrative
5.2.2 AS2’s Narrative
5.2.3 AS1’s Narrative
5.3 Theme-Based Findings from One-to-One Interviews
5.4 Personal Factors
5.4.1 Skills
5.4.2 Learning
5.4.3 Personality
5.5 Cultural Factors
5.5.1 Cultural Influences
5.5.2 Family Involvement
5.5.3 Habit
5.6 Standard of Living
5.6.1 Living Conditions
5.7 Summary
5.8 Reflections
References
6 Meta-Analysis of the Findings
6.1 Introduction
6.2 A Summary of the Findings About the Challenges that the Indigenous Participating Students Encountered in Reading
6.3 A Meta-Analysis of the Findings Through a Bourdieusian Lens
6.3.1 The Impact of Objectified Cultural Capital on the Indigenous Participating Students’ Reading Performance
6.3.2 The Impact of Embodied Cultural Capital on the Indigenous Participating Students’ Reading Performance
6.3.3 Institutionalised Cultural Capital
6.4 Summary
6.5 Reflections
References
7 Conclusions and Implications of the Study
7.1 Summary of Findings and Conclusions
7.1.1 A Brief Summary of Challenges Faced by Indigenous Students in Reading Performance
7.1.2 Indigenous Culture Shapes the Way of Learning
7.1.3 Reflective Thoughts on Educational Policies
7.2 Contributions to the Theory of Cultural Capital
7.3 Implications of This Study
7.4 Limitations of the Study and Recommendations for Future Research
References
8 Afterword: What’s Next in Reading Research in Schools?
8.1 Australia: A Country Like No Other?
8.2 The Technicalities of Reading and How to Teach Reading and Assess Reading Progress
8.3 Glimpses of Emancipation, Empowerment and Resistance?
8.4 The Theoretical Lens to Help Us Understand the Cultures of Teaching and Acquiring Reading Skills
8.5 The Drifter?
References
Appendix 1 F&P Running Records
Appendix 2 F&P Comprehension
Appendix 3 PAT Reading
