1 introduction
Section 1 Examining the lOcal: Theory and practice
2 The Evidence of Literacy Learning Through Contemporary Kunibídji Knowledge Systems
3 The Evidence of Literacy Learning Through Contemporary Kunibídji Knowledge Systems
4 Durithunga Boul: A pattern of respectful relationships, reciprocity and socially just literacy education in one urban school
5 Family story time
6 Confessions from a reading program: building connections, competence and confidence
7 Talking and writing to develop mathematical meanings in a remote Indigenous context
8 Indigenous doctoral literacy in the Humanities and Social Sciences
9 Preparing pre-service teachers to teach literacy in remote spaces
Section 2 Examining the systemic: Theory and practice
10 A long unfinished struggle: literacy education and Indigenous cultural and language rights
11 Embedding evidence based practice into a remote Indigenous early learning and parenting program: A systematic approach
12 Early Literacy: strengthening outcomes through processes of collaboration and engagement
13 "Just teach our kids to read": Efficacy of intensive reading interventions for both younger and older low-progress readers in schools serving mainly remote Indigenous communities
14 A Case Study of Controversy: the Cape York Aboriginal Australian Academy
15 Good theory, good systems: An instance of accelerated literacy pedagogy implementation
16 'A strong belief in the possibility of a better life. The pedagogy of contingency and the ethic of solidarity in the Yes, I Can! Aboriginal Adult Literacy Campaign
17 Afterword: Being literate in 'Australian: The future can.