ABSTRACT

This critical systematic review of Australian research literature provides insights into the aspirations of Indigenous communities to collaborate with schools in establishing local Indigenous language and cultural programmes. This systematic review investigates the body of Australian research into the cultural, social and educational impacts on those Aboriginal and/or Torres Strait Islander students who have had opportunities to engage with these school-based Indigenous languages and/or cultural programmes. The review found that while many Indigenous families have advocated for their children’s to have access to quality language and cultural programmes, barriers of indifference, resourcing and leadership, have worked to limit students’ ability to access to these programmes. The studies highlight the effects on students sense of identity, the strengthening connectedness to community and County and the intergenerational sharing of cultural knowledge.

摘要

这份对澳大利亚研究文献的重要系统综述，为了解土著社区与学校合作建立本地土著语言和文化计划的愿望提供了见识。这份系统的综述调查了澳大利亚对那些有机会参与这些以学校为基础的土著语言和/或文化计划的原住民和/或托雷斯海峡岛民学生的文化，社会和教育影响的研究机构。审查发现，尽管许多土著家庭都提倡其子女获得优质的语言和文化课程，但冷漠，资源和领导能力的障碍却在努力限制学生获得这些课程的能力。这些研究强调了对学生身份认同感的影响，