Hostname: page-component-586b7cd67f-t7czq Total loading time: 0 Render date: 2024-11-28T11:06:32.883Z Has data issue: false hasContentIssue false
  • English
  • Français

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)

Published online by Cambridge University Press:  22 July 2015

Leon White
Get access

Extract

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.

Type
Section A: Reader's Response
Information
The Australian Journal of Indigenous Education , Volume 24 , Issue 2 , 09/10 1996 , pp. 1 - 5
Copyright
Copyright © Cambridge University Press 1996

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

Carr, W. and Kemmis, S. (1986) Becoming Critical: Education, Knowledge and Action Research, rev. edn. Brighton, Sussex: Falmer Press.Google Scholar
Fay, B. (1987) Critical Social Science. Oxford: Blackwell.Google Scholar
Young, R. (1989) A Critical Theory of Education. Sydney: Harvester Wheatsheaf.Google Scholar