Tiwi Culture Must Be at the Centre: An Analysis and Synthesis of Tiwi Views on Education
Abstract
Tiwi educators (Tungatalum, 1991; Pilakui, 1991; Tipiloura, 1992; Tiparui, 1992; Munkara, 1992; Orsto, 1993) have raised issues of concern regarding educational operations, curriculum design and the educational structure of community education. These educators are writing in a context vastly different to their grandparents and parents, where a number of critical events have influenced, and are still influencing the social, political, spiritual and economical lives of Tiwi community members. Through their analysis of the current educational system they have isolated a number of issues and have suggested alternatives to the current structure. Language and culture appear as the greatest concern to these educators and the maintenance of both emerge as a priority. They also state that community education programs do not adequately address the importance of Tiwi culture as the foundation of education, and the powerful role that community members and Tiwi teachers should play in determining the direction of education. From Tiwi educators' collective concerns, an alternative model has been constructed and salient issues are discussed. The model is certainly not seen as an answer to Tiwi educators' collective concerns, but it presents an alternative to the current Muruntawidominated system.
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