Hostname: page-component-586b7cd67f-rcrh6 Total loading time: 0 Render date: 2024-11-28T13:57:29.092Z Has data issue: false hasContentIssue false
  • English
  • Français

An Outsider's View of Aboriginal Education in Arnhem Land

Published online by Cambridge University Press:  22 July 2015

K. Darvall
K. Darvall*
Affiliation:
Collarenebri Central School, NSW
Get access

Extract

In 1986 I was successful in my application for an award under the Schools Exchange and Travel Scheme (a Commonwealth Schools Commission project). As I had expressed interest in visiting small schools with predominantly Aboriginal enrolments, arrangements were made to visit four schools in the East Arnhem Region. During the two weeks of my visit to Arnhem Land I was able to visit Numbulwar, Umbakumba, Yirrkala, Ramingining and Gapuwiyak schools, as well as two outstation schools, Raymangirr and Dhamiyaka.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 15 , Issue 1 , March 1987 , pp. 43 - 47
Copyright
Copyright © Cambridge University Press 1987

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

1 I use the term school community to indicate the oneness of these two entities, the school and the community. All schools attempt to achieve a school community. However, for traditional or other reasons, these two groups tend to remain apart as a school and as a community.

2 For example, in the North East Arnhem Region, there are about 11 schools. In comparison, the Western Region of New South Wales comprises 206 Government schools. Although this comparison may be unfair in terms of relative areas covered as well as the development of both regions, the point being made is the smaller number of schools which comprise each region within the Territory.

3 The situation was clearly illustrated with Phil, the caretaker at Umbakumba. Phil, who is an influential and hiqly respected member of the local community, plays a vital role at the school. Phil follows up incidents of vandalism and graffiti and is quick to chastise children who have done the wrong thing at the school. This role of school community elder was appreciated by everyone at the school. The very nature of the role Phil had within the school community definitely enhanced a positive school community relationship.