Hostname: page-component-586b7cd67f-rdxmf Total loading time: 0 Render date: 2024-11-28T16:32:45.088Z Has data issue: false hasContentIssue false
  • English
  • Français

Curriculum, Classroom Management and Discipline for the Aboriginal Student

Published online by Cambridge University Press:  22 July 2015

Jeff Guider
Get access

Extract

The Director-General of Education in 1982, Mr. D.Swan, stated that Aboriginal education had two purposes: to enhance the development and learning of Aboriginal students and to enable all students to have some knowledge, understanding and appreciation of Aborigines and their cultural heritage (Aboriginal Education Unit, 1982, p.5). Unfortunately, today Aboriginal students still do not enjoy compatible success and participation rates to those of non-Aboriginal students. They are predominantly taught irrelvant curriculums and faced with inappropriate teacher classroom management and discipline styles. Subsequently, many Aboriginal students view schools as alien and hostile places. Schools do not meet Aboriginal students’ needs and problems of low self-esteem, motivation, academic achievement and a sense of safety and belonging often occur. Aboriginal students often do not behave in the same manner as non-Aboriginal students and teachers should be aware of the purposes of Aboriginal students’ behaviour and of the family and cultural influences which shape Aboriginals’ feelings, attitudes and values. There is a need in our schools for the inclusion of more Aboriginal perspectives in curriculums and for teachers to become aware of the need to change the way they teach and interact with Aboriginal students.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 19 , Issue 4 , September 1991 , pp. 21 - 32
Copyright
Copyright © Cambridge University Press 1991

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

REFERENCES

Aboriginal Education Unit. Aboriginal Education Policy. Government Printer, Sydney, 1982.Google Scholar
Bamblett, P.Koories in the Classroom. The Aboriginal Child at School, 13, 5, 1985, p.34–35.Google Scholar
Darvall, K.Aboriginal Education in the 1990’s. The Aboriginal Child at School, 18, 1, 1990, p.10.CrossRefGoogle Scholar
Department of Employment. Education and Training. Report of the Aboriginal Education Policy Task Force, Australian Government Publishing, Canberra, 1988.Google Scholar
Eckermann, A-K.Learning Styles, Classroom Management, Teacher Characteristics and Rural-Urban Aboriginal People: Some Thoughts. The Aboriginal Child at School, 16, 1, 1988, pp.13–17.CrossRefGoogle Scholar
Fanshawe, J.Personal Characteristics of Effective Teachers of Adolescent Aborigines. The Aboriginal Child at School, 17, 4, 1983, pp.38, 47.Google Scholar
Fanshawe, J.Possible Characteristics of an Effective Teacher of Adolescent Aboriginals. The Aboriginal Child at School, 4, 2, 1976, pp.3–23.CrossRefGoogle Scholar
Hill, B.Aborigines and Their Central Schools. The Aboriginal Child at School, 17, 4, 1989, pp.12–13.Google Scholar
Honeyman, K.Learning Difficulties of Aborigines in Education. The Aboriginal Child at School, 14, 3, 1986, pp.34–36.CrossRefGoogle Scholar
Hoopgood, V.Prevention of Delinquent Behaviour. The Aboriginal Child at School, 14, 1, 1986, pp.34.Google Scholar
House of Representatives Select Committee on Aboriginal Education. Aboriginal Education. Australian Government Publishing, Canberra: 1985.Google Scholar
Kleinfeld, J.Instructional Style and Intellectual Performance of Indian and Eskimo Students: Final Report. Project No. l-J-027, Department of Health, Education and Welfare, U.S.A., 1972.Google Scholar
Lefrancois, G.R.Psychology for Teaching. Wadsworth Publishing, California, 1988.Google Scholar
Lovegrove, T.Aboriginal Secondary Education: A Review of the Aboriginal Post-Primary Education Project. Education Department of South Australia, Adelaide, 1986.Google Scholar
Malin, M.Why is Life so Hard for Aboriginal Students in Urban Classrooms?. The Aboriginal Child at School, 18, 1, 1990, pp.9,12,18.Google Scholar
Maslow, A.H.Motivation and Personality. Harper and Row, New York, 1970.Google Scholar
McConnchie, K.Aborigines and Australian Education: Historical Perspectives. In Sherwood, J. (Ed.): Aboriginal Education. Issues and Innovations. Creative Research, Perth, 1982.Google Scholar
Muir, D.M.Determinants of School Success. The Aboriginal Child at School, 11, 1, 1983, pp.19–20.CrossRefGoogle Scholar
Sutton, G.Discipline Resource Manual. Swan Hill Curriculum Service Centre, Swan Hill, 1983.Google Scholar
Watts, B.Personality Factors in School Achievement. In C.A.T. Education Monograph No. 6 - Education and the Aboriginal Child, Centre for Advancement of Teaching, Macquarie University, North Ryde, 1974.Google Scholar