Thomas Greenfield and Administration for Aboriginal Schools
Abstract
Aboriginal education, long considered the poor relation in education, is currently in a stage of development akin to a Renaissance. The success of the one-best-method of education is seriously being questioned, as are the twin constraints of the hidden curriculum - tradition and conformity.
The first major breakthrough in Aboriginal education came with the development of the concept of Aboriginal learning styles (Kearins, 1983; Harris, 1980). Teachers became aware that different strategies and materials had to be employed to cater more successfully for Aboriginal students. It is most likely the case also that school principals need to adopt an administrative style which is significantly different from that employed in urban, middle-class schools. Thomas Greenfield, a Canadian, has revolutionized thought in educational administration, and his thoughts may have relevance to administering Aboriginal schools.
References
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