Aborigines and Torres Strait Islanders and Equitable Educational Outcomes: A Focus on How School and Society Maintain Misconceptions
Abstract
Since colonisation, Aborigines and Torres Strait Islanders have been compartmentalised by white society in many facets in their lives. This paper focuses on education, detailing problems faced by Aborigines and Torres Strait Islanders. Participation of Aborigines and Torres Strait Islanders in formal education (including post-compulsory) has been very low compared to other Australians, thus upward social mobility has not dramatically changed. In both health and welfare, Aborigines and Torres Strait Islanders are still highly disadvantaged in society (Keen, 1988). The current federal government proclaims itself the champion of social justice and equity, yet these issues remain at the forefront of indigenous problems. Major questions have to be asked about how Aborigines and Torres Strait Islanders consider the relevance of schooling, the way they learn, how they are taughtandby whom. Moreover, what is an appropriate mix of cultural preservation and education and training to ‘fit in’ with a capitalistic society? Is this the same for all indigenous groups in Australia, considering the diverse range of urban and rural groups?
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