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A Controversial Reform in Indigenous Education: The Cape York Aboriginal Australian Academy

Published online by Cambridge University Press:  22 January 2013

John McCollow
John McCollow*
Affiliation:
Queensland Teachers’ Union, Brisbane, Australia
*
address for correspondence: John McCollow, Queensland Teachers Union PO Box 1750, Milton QLD 4064, Australia. Email: jem@qtu.asn.au
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Abstract

This article examines a controversial initiative in Indigenous education: the establishment of the Cape York Aboriginal Australian Academy (CYAAA). The article provides a brief description of the Academy's three campuses and their communities and considers: the circumstances of its creation, including the role of Noel Pearson and Cape York Partnerships; the rationale and philosophy underpinning the case for establishing the Academy; implementation; and some key issues relevant to assessing this reform. These include its impact on a range of performance measures, the veracity and power of the social and educational rationales on which the reform is based, the use of ‘Direct Instruction’ (DI), and the practicability of extending and broadening the reform. The time period considered is from late 2009 through 2011. The article draws on publications, and on visits to campuses of the school and meetings/communications/discussions with personnel from the Queensland Department of Education and Training (DET, now Department of Education, Training and Employment), Cape York Partnerships, the CYAAA and others undertaken in the author's role as a teacher union officer.

Keywords

Indigenous educationliteracyIndigenous social policydirect instructionschooling reform
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 41 , Issue 2 , December 2012 , pp. 97 - 109
Copyright
Copyright © The Authors 2013

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