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Conflicting Knowledges: Barriers to Language Continuation in the Kimberley

Published online by Cambridge University Press:  22 July 2015

Patsy Ngalu Bedford  and
Siobhan K. Casson
Patsy Ngalu Bedford
Affiliation:
Kimberley Language Resource Centre, PMB 11, Halls Creek, Western Australia, 6770, Australia
Siobhan K. Casson
Affiliation:
Kimberley Language Resource Centre, PMB 11, Halls Creek, Western Australia, 6770, Australia
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Abstract

The Kimberley Language Resource Centre (KLRC) earned its status over three decades as the representative body for Kimberley languages. In 2004, the organisation started to respond to grassroots concerns about the lack of language speakers in the younger generations. Aboriginal people are also connecting loss of languages to loss of bio-cultural knowledge. In 2006, the KLRC began promoting language continuation strategies such as Teaching On Country. The organisation uses a series of diagrams to assist with this work and is developing an Aboriginal oral curriculum. Lack of support from within government and education circles for these strategies led the organisation to reflect on the difference between Aboriginal and Western knowledge systems. This paper questions Western approaches to education and argues that Aboriginal holistic knowledge must be supported within appropriate teaching and learning contexts to ensure the survival of languages and knowledge. It makes a case for evidence based, community engaged research examining language and knowledge continuation. It asks that Western education providers, who segregate language knowledge from experience and from country, examine and revise their practices. In conclusion, it calls for a realistic dialogue with government which honours the intentions of former Prime Minister Rudd's Apology to the Stolen Generations.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 39 , Issue S1: Indigenous Studies, Indigenous Knowledge: Dialogue Or Conflict In The Academy? , 2010 , pp. 76 - 86
Copyright
Copyright © Cambridge University Press 2010

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