Tasmanian Aboriginal Education Consultative Committee

1980 ◽  
Vol 8 (3) ◽  
pp. 15-18
Keyword(s):  
Aboriginal People ◽  
Educational Needs ◽  
Aboriginal Education ◽  
Consultative Committee ◽  
Education Department ◽  
Aboriginal Community ◽  
Education Committee ◽  
Northern Regions

The Tasmanian Aboriginal Education Consultative Committee (T.A.E.C.C.) was established in March 1979 as a result of prior consultation between the Tasmanian Education Department, the Tasmanian representative to the National Aboriginal Education Committee (N.A.E.C), Mrs Patsy Cameron and Aboriginal organisations throughout Tasmania and the islands.The Committee was elected by the Aboriginal community and consists of twelve Aboriginal people – three each from the northwest, southern and northern regions and one each from Flinders and Cape Barren Islands, and the Tasmanian representative to the N.A.E.C.It was formed in response to a need for increased Aboriginal involvement in the area of Aboriginal education in Tasmania.The committee’s function is to advise the Minister for Education and his department on the educational needs of Aboriginal people in Tasmania and to suggest appropriate ways of meeting these needs.It meets every three months.

Aboriginal Education in Victoria: An Evaluation of an Innovatory Emphasis

1976 ◽  
Vol 4 (1) ◽  
pp. 13-26 ◽  
Author(s):  
C.J. Bourke
Keyword(s):  
State Government ◽  
Aboriginal People ◽  
Educational Services ◽  
Aboriginal Education ◽  
Australian Government ◽  
Education Department ◽  
Special Schools ◽  
Traditional Practice ◽  
Full Responsibility ◽  
Aboriginal Children

The Victorian Education Department is philosophically opposed to the unnecessary segregation of children. Consequently, and with the approval of the Victorian Ministry of Aboriginal Affairs, the two special schools for Aboriginal children at Lake Tyers and Framlingham were closed some years ago.During the existence of the Victorian Ministry of Aboriginal Affairs it had been traditional practice for that Ministry to undertake special projects, after consultation with the Education Department, to alleviate educational disadvantages of Aboriginal children. Generally this support took the form of funding specific school projects or school equipment. However, in relation to other states the Victorian funding for education was at a low level.The transfer of responsibility for Aboriginal Affairs from the Victorian State Government to the Australian Government on 1st January, 1975, made it imperative for the Victorian Education Department to assume full responsibility for the administration of all funding pertaining to the education of Aboriginal children. This step was necessary because the Commonwealth Department of Aboriginal Affairs does not seek to provide educational services for Aboriginal people. They believe that the provision of such services is the responsibility of existing State Government educational authorities. The Department of Aboriginal Affairs seeks to stimulate, co-ordinate and if necessary, support the extension, and where appropriate the accommodation of existing services to Aboriginals, and to ensure that special measures are taken to overcome any particular handicaps which Aboriginal people may suffer.

Needs Assessment

1990 ◽  
Vol 18 (2) ◽  
pp. 11-18
Author(s):  
Billy Kerr
Keyword(s):  
Needs Assessment ◽  
Aboriginal People ◽  
Educational Needs ◽  
The Other ◽  
Aboriginal Education ◽  
Target Groups ◽  
Aboriginal Communities ◽  
Remote Community ◽  
Education Centre ◽  
Large Sheet

In Vol.16 No.3, p.37, we published an article by Mr Kerr entitled “A Metaplan Approach to Needs Assessment”. This was an outline of an approach used by the Aboriginal Education Unit, Kalgoorlie Education Centre, W.A. to determine the educational needs of Aboriginal Communities. One of the target groups selected for this program was a group of traditional Aboriginal people from the remote community of Coonana. Mr Kerr now writes:“As a result of the program at Coonana, we were again asked to return to help the community re-assess their needs and to formulate some ideas on how they could tackle a few of the other identified key areas. We used a similar approach to the year before, putting topic headings onto a large sheet of paper and then getting people to write down ideas on how to achieve progress in this area. The response from these people was magnificent, and again I reiterate the point of how often have we seen non-Aboriginal people go into Aboriginal communities to tell them that they know best, and make no attempt to listen to or solicit the Aboriginal viewpoint.”The following is a copy of the report on the project sent to the Coonana School.

The Establishment of Regional Aboriginal Committees on Education

1980 ◽  
Vol 8 (3) ◽  
pp. 19-21
Author(s):  
M.L. O’Brien
Keyword(s):  
Western Australia ◽  
Aboriginal People ◽  
Aboriginal Education ◽  
Academic World ◽  
Liaison Officer ◽  
Aboriginal Community ◽  
Grass Roots ◽  
European Settlement ◽  
Set Up ◽  
Policies And Programs

It is a significant fact that in 150 years of European settlement there is still only a handful of Aborigines working in the field of education in this state. This means that Aboriginal parents have very little say in the educational policies and programs affecting their children and they are concerned about this. Because of the fact that many Aboriginal people have had little contact with the school situation, (in fact up till comparatively recently, many, as children, were actually excluded from attendance at school) they regard it as an alien institution, representing an academic world to which they do not belong. Consequently many Aboriginal people are hesitant to approach the school under any pretext, even for the purpose of enrolling their children. They need a corporate voice, an avenue of approach by which they can make contact with educational authorities, to make known their needs and aspirations, at whatever level necessary, and to feel assured that action will be taken in response to these needs.With the object of providing a corporate voice for Aborigines in the educational scene in 1977 State Consultative Groups were set up in all states except Western Australia. Here in Western Australia, the need was seen by the Education Department to provide for organization at the grass roots level, and to plan for regional committees throughout the State. In September 1978, I was transferred from a classroom to the Aboriginal Education Branch as a community liaison officer, to instigate and facilitate the setting up of these committees, and to this date initial meetings have been held for this purpose in the following towns each serving a particular region: Bunbury, Kalgoorlie, Kellerberrin, Narrogin and Moora. At each meeting the keen response from the local Aboriginal community has indicated that this move to establish regional committees has their full approval and support. It is expected that by the end of 1980 a committee will have been established in each of the Education Department’s regions.

Rationale, Aims and Objectives for Aboriginal Education in South Australia

1983 ◽  
Vol 11 (4) ◽  
pp. 21-37
Keyword(s):  
Aboriginal People ◽  
South Australia ◽  
Aboriginal Education ◽  
The South ◽  
Education Department ◽  
Australian Aboriginal ◽  
Australian Education ◽  
Work Done ◽  
Combined Work ◽  
Consultative Group

This document represents the views of many people and groups who have been involved in Aboriginal education. It represents particularly the combined work of all the Aboriginal people who have been members of the South Australian Aboriginal Education Consultative Committee. For over twelve months we have been developing the content of this document to the extent where we believe that we have accurately reflected the views of our community.We further acknowledge our connections to the the South Australian Education Department and the South Australian Institute of Teachers along with various non-Aboriginal Ministers and educationalists with whom we have spent many hours in earnest debate and discussion. The above has led us to believe that the statements we have made are both urgent and necessary as reflections of an Aboriginal viewpoint.While this document has a particularly South Australian relevance we have had an involvement with statements made by the National Aboriginal Education Committee and our statements reflect the national view also. We also acknowledge the work done by the N.S.W. Aboriginal Education Consultative Group and the N.S.W. Education Department for we have drawn upon these documents in our statements.

Report: The Armidale Aboriginal Education, Health and Welfare Conference, 1978

1979 ◽  
Vol 7 (2) ◽  
pp. 12-14
Author(s):  
T.E. Cook
Keyword(s):  
Decision Making ◽  
New England ◽  
Aboriginal Health ◽  
Aboriginal Education ◽  
Community Members ◽  
Aboriginal Community ◽  
North West ◽  
Education Committee ◽  
South Wales ◽  
Welfare Workers

The Armidale Aboriginal Education, Health and Welfare Conference, 1978, was held at Mary White College, University of New England, from Thursday, 30th November to Saturday, 2nd December, 1978. The conference was convened by Margaret Wells and Jane Purkiss, with the assistance of Ross Bell from Duval High School, Armidale. The conference was granted in-service status by the New South Wales Department of Education, and teachers attended from schools within North West Region. Academics and teachers, health and welfare workers attended and a large representation came from the Aboriginal community of Armidale.The conference, which was funded jointly by the Department of Aboriginal Affairs and the Armidale College of Advanced Education, dealt with : Aboriginal Teaching Assistants’ courses; Aboriginal housing; participation in decision making by Aboriginal communities; use of Aboriginal personnel; support for Aboriginal Health Centres; and District Aboriginal Education Committees. Workshops were also held on various aspects of Aboriginal education, health and welfare.Key speakers at the conference included Professor Colin Tatz, Professor of Politics, University of New England, who discussed various aspects of race relations and their relevance to the classroom, and Stephen Albert, Chairman of the National Aboriginal Education Committee, who outlined guidelines which have been formulated by the Committee on Aboriginal education, and have been distributed for comment. They recommend that Aboriginal community members be included in decision making in areas concerning Aboriginal education. The Committee also recommends that local Aboriginal Education Committees, all Aboriginal in membership, be established for advisory and consultative purposes. Local District Aboriginal Education Committees would also have an advisory function for the National Aboriginal Education Committee.

The Space of Difference in Law: Inquests into Aboriginal Deaths in Custody

Somatechnics ◽  
2011 ◽  
Vol 1 (1) ◽  
pp. 87-123 ◽  
Author(s):  
Sherene H. Razack
Keyword(s):  
Aboriginal People ◽  
The Body ◽  
Police Brutality ◽  
Canadian Society ◽  
Aboriginal Community ◽  
Police Custody ◽  
Homo Sacer ◽  
Clear Sign ◽  
A Site ◽  
Deaths In Custody

Paul Alphonse, a 67 year-old Aboriginal died in hospital while in police custody. A significant contributing factor to his death was that he was stomped on so hard that there was a boot print on his chest and several ribs were broken. His family alleged police brutality. The inquest into the death of Paul Alphonse offers an opportunity to explore the contemporary relationship between Aboriginal people and Canadian society and, significantly, how law operates as a site for managing that relationship. I suggest that we consider the boot print on Alphonse's chest and its significance at the inquest in these two different ways. First, although it cannot be traced to the boot of the arresting officer, we can examine the boot print as an event around which swirls Aboriginal/police relations in Williams Lake, both the specific relation between the arresting officer and Alphonse, and the wider relations between the Aboriginal community and the police. Second, the response to the boot print at the inquest sheds light on how law is a site for obscuring the violence in Aboriginal people's lives. A boot print on the chest of an Aboriginal man, a clear sign of violence, comes to mean little because Aboriginal bodies are considered violable – both prone to violence, and bodies that can be violated with impunity. Law, in this instance in the form of an inquest, stages Aboriginal abjection, installing Aboriginal bodies as too damaged to be helped and, simultaneously to harm. In this sense, the Aboriginal body is homo sacer, the body that maybe killed but not murdered. I propose that the construction of the Aboriginal body as inherently violable is required in order for settlers to become owners of the land.

Empowerment is the Basis for Improving Education and Employment Outcomes for Aboriginal People in Remote Australia

2018 ◽  
Vol 48 (2) ◽  
pp. 153-161
Author(s):  
Byron Wilson ◽  
Tammy Abbott ◽  
Stephen J. Quinn ◽  
John Guenther ◽  
Eva McRae-Williams ◽  
...  
Keyword(s):  
Structural Equation ◽  
Aboriginal People ◽  
Positive Impact ◽  
Remote Communities ◽  
Aboriginal Communities ◽  
Aboriginal Community ◽  
Equation Modelling ◽  
Shared Space ◽  
English Literacy ◽  
Education And Employment

In Australia, Aboriginal and Torres Strait Islander people score poorly on national mainstream indicators of wellbeing, with the lowest outcomes recorded in remote communities. As part of a ‘shared space’ collaboration between remote Aboriginal communities, government and scientists, the holistic Interplay Wellbeing Framework and accompanying survey were designed bringing together Aboriginal priorities of culture, empowerment and community with government priorities of education, employment and health. Quantitative survey data were collected from a cohort of 841 Aboriginal people aged 15–34 years, from four different Aboriginal communities. Aboriginal community researchers designed and administered the survey. Structural equation modelling was used to identify the strongest interrelating pathways within the framework. Optimal pathways from education to employment were explored with the concept of empowerment playing a key role. Here, education was defined by self-reported English literacy and numeracy and empowerment was defined as identity, self-efficacy and resilience. Empowerment had a strong positive impact on education (β = 0.38, p < .001) and strong correlation with employment (β = 0.19, p < .001). Education has a strong direct effect on employment (β = 0.40, p < .001). This suggests that education and employment strategies that foster and build on a sense of empowerment are mostly likely to succeed, providing guidance for policy and programs.

Australian Economic History : An Alternative View

1983 ◽  
Vol 11 (3) ◽  
pp. 17-19
Author(s):  
D. Broadbent
Keyword(s):  
Economic Growth ◽  
Economic History ◽  
Aboriginal People ◽  
History Textbooks ◽  
Alternative View ◽  
Aboriginal Education ◽  
History Of ◽  
Economic Texts ◽  
Area Of Concern ◽  
Economic Landscape

The 1980 National Aboriginal Education Conference went on record as saying it saw that as an ‘area of concern’ history textbooks on Aborigines are racist.Australians’ economic history is racist in that standard economic texts do not discuss Aborigines at all, or mention them only peripherally.The economic history of Australia is usually written from one or two perspectives, both European. The first involves the flow of external capital, labour and entrepreneurship into what was essentially an empty land awaiting exploitation. This has led to emotive pictures of Australia’s economic development in terms of hardy pioneers driving sheep and cattle into remote parts, and hard-working men clearing land for crops, both groups subject to the usual environmental hazards of droughts, floods and natives.The second view has led to the picture of the country riding on the sheep’s back. In economic terms this meant that the profits earned by wool exports (and later gold) generated capital within the country for economic expansion. This is the Staple theory of economic growth. Neither viewpoint takes into account the Aboriginal people. Nor could they, because they are theories of Capitalism, and nineteenth century Capitalism did not have a human face. The profit motive was supreme. Aborigines were not seen as being at all useful to the process of economic growth once it had got under way.Up to a point, however, the Aborigine was useful. He could guide settlers and explorers across inhospitable landscapes and lead them to water. Having done this, he had outlived his usefulness and was hounded to the edges of the new economic landscape – to extinction in many places.

College of Aboriginal Education

1975 ◽  
Vol 3 (2) ◽  
pp. 3-10
Author(s):  
J.G. Ingram
Keyword(s):  
Aboriginal People ◽  
Aboriginal Education ◽  
Advanced Education ◽  
Tribal People ◽  
Positive Attitudes ◽  
Wide Range ◽  
Part Time ◽  
Set Up

The College of Aboriginal Education was set up in March 1973 within the Torrens College of Advanced Education, Adelaide, to provide an opportunity for adult Aboriginal people to continue their education in areas meaningful to them. It offers a highly individualized twelve month course which emphasizes the development of positive self concepts, an understanding of society and the development of positive attitudes to it, and the finding of satisfying employment.The students come from a wide range of backgrounds and include both tribal and non-tribal people. At present 45 students are enrolled. The staff includes both Aboriginals and Euro-Australians. The College makes use of a large number of part-time teachers, many of whom are Aboriginal, while other people, including both Aboriginals and non-Aboriginals expert in their own field, are brought in from time to time.

Today’s Special Guest Star : Aboriginal Studies!

1984 ◽  
Vol 12 (5) ◽  
pp. 35-40
Author(s):  
M. Sisley
Keyword(s):  
Social Sciences ◽  
High School ◽  
New South ◽  
Land Rights ◽  
Education Department ◽  
Aboriginal Community ◽  
South Wales ◽  
The Social ◽  
History Of ◽  
History Teacher

It is a western New South Wales High School with strong winter sunshine filling the classroom. The teacher moves nervously in from the brick corridor with its interchangeable Education Department prints, and stands just inside the door.“Right, pay attention please,” the Social Sciences and History teacher says. The group gives the teacher their concentration because they have come to expect interesting and controversial work in these sessions. Even though a few of them are tired and full of canteen lunch, they turn in their seats and begin to chew on the ends of biros.“This afternoon we have a visitor to the school who I am sure most of you know. She is here to help you…understand and come to grips with the Aboriginal Studies segment of your work…and she’ll probably straighten me out on a few points where I might have gone wrong, too, so I’ll ask you to pay attention to Mrs Copago and save your questions up for a minute or two.”Mrs Copago is a little bit nervous, too, being in the formal atmosphere of the brick blocks, but she has known most of the students since they were drooling, so she quickly relaxes and settles into the task of talking about her culture and her people.There is no shortage of questions from the students, and from the teacher, and they are all anxious to learn. Mrs Copago does not mind the questions that the students have heard at home, and she explains about unemployment and drinking in the light of the area’s history and racism in Australia. She talks about the skills and values Aborigines have that most Australians do not have and she ends on a positive note with hope for the Aboriginal community of the area and for Australia generally. The students and the teacher are well pleased by the session and Mrs Copago challenges them to change their own values and their family’s by thinking about different, equal cultures, land rights and the history of Australia.

Sign in / Sign up

Export Citation Format

Share Document