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In this paper we intend to address the everyday issues and circumstances that we encounter in our role as literacy/numeracy lecturers/prisoner educators at Darwin Correctional Centre. We cover the background of the target group - namely adult Indigenous students - that come from a diverse range of communities; the prison environment; training packages and appropriate approaches and strategies that we have found most effective here at Darwin Prison. This is an evolving framework with the need for continuous re-evaluation and reconsideration. Therefore, our practices, resources and assessment tools require ongoing modification in order to meet the individual needs of our students and [Australian Quality Training Framework] AQTF requirements. We illustrate how our own teaching is implemented through examples of two units of work- one is literacy and the other, numeracy. We show how we have adapted our assessment tools to meet the AQTF requirements. We will also provide examples of our students’ work as a result of the teaching and learning strategies that will improve the literacy and numeracy of our learners. Most importantly, with regard to Indigenous adult learning, we consider the two world views - Indigenous and Western - that we feel are salient and how they affect our approaches to teaching this specific client group.

Published abstract reprinted with permission from ACEA.

The conference CD-ROM is indexed at TD/TNC 83.352. Selected papers are indexed from TD/TNC 83.353 to TD/TNC 83.377. Show less