Stephen Harris - writer, educator, anthropologist : kantriman blanga melabat (our countryman)

This book documents the impact of Stephen Harris's works in Aboriginal education, Aboriginal learning styles, domains of language use and bilingual-bicultural education. It provides a summary and critique of Stephen Harris's key ideas, particularly those on bilingual-bicultural education. This book also profiles the man, his background, his beliefs and talents. It showcases contributions and personal reflections from Stephen's family, wife, close colleagues, and many of those influenced by his work. This festschrift explores the professional life and work of Stephen Harris as an educator and anthropologist who worked in the Northern Territory of Australia. [Publisher summary, ed] Foreword Preface Acknowledgements Short Timeline Contents Contributors Part A 1 Introduction: An Overview of the Life of Stephen Harris References 2 From Start to Finish: A Man of Many Parts Background The Next Step in My Destiny Field Work Albuquerque Back in the Northern Territory Retirement 3 Nomo Munanga, Main Kantriman (‘Not a ‘white’ Person, but my Regional Kinsman’) Introduction The Mentoring Begins Research as Healing Decolonising the Curriculum Empathic Communication Historical Family Connections Genocide in the Pastoral North Transcending Distrust and Distance Main Kantriman References 4 Language, Heart and Mind: Can Aboriginal Languages Be Revived? Language and Mind—Conceptualising Reality Language and Heart—Can Language Be Reawakened? The Story of the Nyoongar Bible Translation Project References 5 My Uncle and His Place in History References 6 Some Personal and Professional Reminiscences Introduction (Cos) Our Professional Roles (Cos) A Shared Faith (Cos and Sue) A Sense that They Were like Family (Sue) Going Out Hunting (Cos) Further Studies (Cos) New Roles (Cos) References 7 A Poetic Tribute Part B 8 Learning How to Learn in School References 9 Culture Domain Separation and Linguistic Interdependence: Correspondence with Stephen Harris 1982–1993 Appendix 1: 1987 Letter from Stephen Harris and Reply from Jim Cummins References 10 “You Only Learn to Read Once”: Stephen Harris’s Insights and Professional Leadership in the NT Bilingual Program References 11 Different Roles, Similar Goals: Devlin & Harris, 1979–2020 An Initial Reflection Overview 1978–85 1986 1988–1997 2018: A Post Retirement Story References 12 Milingimbi, 1970s Two-Way Schooling References 13 A Pioneer, Mentor, Colleague and Friend Mentor Colleague Academic and Teacher Educator Personal and Ethical Values References 14 Code-Mixing as a Means of Sustaining an Aboriginal Language: The Case of Ngarrindjeri in the Lower Murray Region of South Australia Introduction Background Nunga English Language Revival Discussion Personal Reflection Conclusion References 15 Opening Minds and Underpinning Cross-Cultural Practices My Connection with Stephen Learning to Live and Learn in an Arnhem Land Community Applying Understandings of Informal Learning Styles in Other Cultural Contexts Researching in and with Communities Mentoring Melanesian Trainers Training Others for Intercultural Work Concluding Remarks References 16 Still Ahead of His Time References Part C 17 A Brief History of Linguistics in the Northern Territory Early Work by Missionaries and Others Increased Linguistic Attention to NT Languages in the Late 1950s and 1960s The 1970s and the Beginnings of Bilingual Education The Heyday of Bilingual Education, to the Mid 1980s The Decline in the Late 1980s The 1990s and the Northern Territory University The Decline of Linguistics After 2000 Conclusion References 18 ‘Becoming Different’ in an Indigenous Education Context Introduction Becoming a Vulnerable Learner Becoming a ‘Good’ Person Becoming a Relationship Builder Becoming a Servant Becoming a Believer Becoming a Leader References 19 Carving Out Domains for the Use of a Re-Awakening Language Introduction Translanguaging, Code-Switching and Domain Separation Re-Awakening and Re-Introducing Kaurna, the Language of the Adelaide Plains Domains of Use of the Kaurna Language The Formulaic Method Code-Switching Discussion Conclusion References 20 Muḻmuḻ—Flecks of Foam in an Everchanging Educational World: Community-Based Participatory Research Yirrkala 1984: Beginning My Educational Journey Teaching Mathematics! Self-management at Yirrkala Community School Negotiation and Reciprocity Learning Outside School Stephen Harris Again References 21 Stephen Harris and the Domain Separation Debate Introduction Two Key Intellectual Influences on Harris (1990): Stanner and Fishman Two-Way Schooling Rethinking Domain Theory Concluding Reflections References 22 The Enduring Voice of Harris in NT Aboriginal Education Policy Debates: Comments from an Aboriginal Scholar and Former Student Introduction The Intersectionality of Race and Wealth Inequality Within NT Remote Aboriginal Education Design and Performance Australian Directions in Indigenous Education (2005–2008) National Assessment Program: A Measure of Whiteness? The School Enrolment and Attendance Measure (SEAM) Aboriginal and Torres Strait Islander Education Action Plan (ATSIEAP) (2010–2014) Globalisation and Educational Regression Aimed at Indigenous Australians The Costly Outcomes a Weaponised Western Education and NT Remote Indigenous Cultural Realities Contemporary Examples of Success Through Indigeneity The Story of Gunbalanya and Yirrkala Conclusion References 23 Bibliography of Published and Unpublished Work by Stephen Harris Publications Unpublished Work Glossary References Index