Portrayal of Controversial and Difficult Issues in Aboriginal Teacher Education or Silent Betrayal of Expectations. A response to Paul Buckley's article (Vol. 24, No. 1)
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https://doi.org/10.1017/S1326011100002386Abstract
Despite the introductory ‘rider’ being provided so that readers be ‘advised to remain aware of the possible cultural bias resulting’ from the fact that ‘those interviewed, although possessing vast experience of Aboriginal education are non-aboriginal people’ (p. 26), Buckley's article is a confused and poorly articulated comment on the views of a small number of non-Aboriginal educators relating to attendant issues to implementation of the Batchelor College Teacher Education program. Buckley gets off to a poor start by not getting the name of the program correct. His Remote Access Teacher Education program is in fact known as the Remote Area Teacher Education (RATE) program and has been referred to as this for most of the last fifteen years.
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References
Carr W. and Kemmis S. ( 1986) Becoming Critical: Education, Knowledge and Action Research, rev. edn. Brighton, Sussex: Falmer Press.
Fay B. ( 1987) Critical Social Science. Oxford: Blackwell.
Young R. ( 1989) A Critical Theory of Education. Sydney: Harvester Wheatsheaf.
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Copyright (c) 1996 The Author(s)
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