The factors that influence the learning and processing of information in any "normal" teaching environment are many but in comparison to the environment where cultural variables are added the "normal" teaching environment appears to lack complexity. Added to cultural variables an environment where the language being used in learning experiences is, if not a totally different language to the first language learnt by the child, certainly a differing form of their first language; then you have a truly complex environment in which to guide the learning and processing of information. Such a description fits the Aboriginal Community schools in the Gulf of Carpentaria and Cape York regions of Queensland. In particular, I intend to focus on Doomadgee State School, arguably the most isolated of community schools, where in my position as Curriculum Master I have seen the conflict of culture, language and curriculum first hand. It is the intention of this paper to examine how and why this conflict affects student performance and to focus on methods by which this conflict can be minimised.

The literature on Aboriginal education holds few references to the presence and effect of Aboriginal world view. This brief paper examines some of the literature that does address this critical element and makes a plea for all educators working in bicultural environments to gain the appropriate understandings. Where schools and educators indicate the presence of such understanding the levels of attendance and thus the effectiveness of the programs provided will probably be enhanced. Without the understanding, and even with the best will in the world, much effort will be wasted.

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.