Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2025-01-02T16:11:05.315Z Has data issue: false hasContentIssue false
  • English
  • Français

Yellow Brick Roads in Aboriginal Education

Published online by Cambridge University Press:  22 July 2015

Ralph Folds
Get access

Extract

The idea of two-way education has great appeal because it holds out the promise that schools can achieve something that historically they have found extremely difficult; encompassing Aboriginal cultural maintenance while providing needed white knowledge. However, it will be argued here that while two-way theories are part of the current widely adopted rhetoric of educational change they are not practical curriculum alternatives for Aboriginalising Central Australian schools because they do not make sense in terms of real interaction between the cultures. For this reason, attractive as these two-way theories are, they are also hazardous. Their danger lies both in that they build up expectations for outcomes of Aboriginal schools and they associate these outcomes with Aboriginalisation, a process which will not be assisted by unworkable theories.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 20 , Issue 2 , May 1992 , pp. 3 - 11
Copyright
Copyright © Cambridge University Press or the authors 1992

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adorno, T. (1990) Negative Dialectics. Routledge & Kegan, London.Google Scholar
Harris, S. (1990) Two Way Aboriginal Schooling.. Aboriginal Studies Press, Canberra.Google Scholar
McConvell, P. (1991) Cultural domain separation: two-way street or blind alley? Harris, Stephen and the neo-Whorfians, on Aboriginal education. Australian Aboriginal Studies, No. 1.Google Scholar
Wunungmurra, W. (1988) ‘Dhawurrpunaramirri’ Finding the Common Ground for a New Aboriginal Curriculum. Curriculum Perspectives, Vol. 8, No. 2.Google Scholar