NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ931416
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1036-0026
Honouring Our Strengths--Moving Forward
Gorringe, Scott
Education in Rural Australia, v21 n1 p21-37 2011
Persistent perceptions of deficit and conflict have characterised and constrained the history of relations between Aboriginal and non-Aboriginal Australians since contact. The success of their saturation is apparent in a continuing approach that presents the response to Aboriginal needs in terms of health and education "gaps"; "the Aboriginal problem", "mainstreaming (making them more like us)" or "interventions" (and all the lack of ability that such a word implies). Language in programs and the underlying approach to address very real health, economic and social need continues to carry (and replicate) an implicit assumption of deficit and a positioning of the locus of control away from Aboriginal people (i.e. service "delivery" instead of service "access"). This paper recognises that an erosive mindset of deficit perceptions of Aboriginality is also being widely adopted by Aboriginal people by ourselves and other Aboriginal people--that if undiscussed will continue to impact on the Aboriginal struggle. This paper will unpack an Aboriginal framework (Engoori) that can reconnect people and reignite authentic community engagement discussions. (Contains 1 figure and 1 footnote.)
Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913, Australia. Tel: +08-9264-5809; e-mail: admin@spera.asn.au; Web site: http://www.spera.edu.au
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia