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ERIC Number: ED475373
Record Type: Non-Journal
Publication Date: 2000-Oct-7
Pages: 15
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Most Disadvantaged? Indigenous Education Needs.
Tripcony, Penny
Australian policy towards Aboriginal and Torres Strait Islander people has historically been one of subjugation and acculturation. It wasn't until 1972 that a policy of self-determination for Aboriginal Australians (later to include Torres Strait Islanders) was introduced. The first year that Aboriginal and Torres Strait Islanders were specifically mentioned in a highest-level government document was 1999, in the Adelaide Declaration on National Goals for Schooling in the Twenty First Century. In 2000, the federal government and the state of Queensland launched initiatives aimed at addressing issues that inhibit the attainment of equitable educational outcomes for Aboriginal and Torres Strait Islander students. The overarching issues are what they have always been: issues of culture, identity, and power, all infused overtly and covertly with elements of racism. Educators often assume that there is a single Aboriginal or Torres Strait culture, which leads to stereotyping. Low expectations of children can result in low self-esteem and poor academic achievement. Education inequality is related to unequal power relationships. In Australian society, Indigenous people have been referred to as "the lowest rung on the ladder." The education of Indigenous people should not have modified objectives, but certain groups may need different treatment to achieve objectives. Success in a globalized world requires an openness to international influences, but local dimensions need protecting not only for their own sake, but because they may have strategic importance both locally and globally. (Contains 23 references) (TD)
For full text: http://www.qiecb.qld.edu.au/html/PPL4.htm.
Publication Type: Opinion Papers; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A