An analysis and survey of Australian Aboriginal children's books containing heritage language

Abstract

This thesis describes Australian Aboriginal written literature for young children up approximately 12 years of age. It only examines books authored by an Aboriginal people and containing an Aboriginal language. It describes the characteristics of these books across different language environments and varying levels of language knowledge from an ethnographic perspective. To date, there has been no comprehensive Australia wide survey or analysis of Aboriginal children’s books written containing their language. The goal of this research is to provide insight into the features of Aboriginal children’s literature and consequent teaching strategies that will promote improved literacy skills and engagement with literacy for Aboriginal children in the language of their choice. A comprehensive search of Aboriginal children’s books in language was completed using a broad range of libraries and collections across Australia. The analyses of selected books were conducted within an ethnographic framework and Aboriginal thoughts on literacy were privileged over non- Aboriginal opinions. A small number of interviews were conducted. There are distinctive features of Aboriginal children’s books: including the styles of presentation, the topics and themes, the formats, the complexity of knowledge, the restrictions of knowledge, and the impact of colonisation and Standard Australian English on each of these factors. There are some features of Aboriginal books which are Australia wide and some which are specific to language regions. The significance of this research is to inform educational policy makers about the scope, sequence, and detail of Aboriginal children’s books. This in turn will inform and assist to decolonise classroom practices for Aboriginal students and improve the engagement of Aboriginal children with literacy.