Fortunately, many recent researchers who apply sociological or anthropological inquiry methods have studied Aboriginal communities outside of the classroom as well as inside it, and have taken account of the constellation of causes and modifying influences on Aboriginal learning styles (Harris 1977, Christie 1986, Davidson 1977). Indeed it is possible to observe a continuing recognition in Australian educational literature that influences outside of the classroom or school are amongst the most important and crucial aspects of Aboriginal learners successfully participating in education (Watts 1982, Berndt 1968a,1968b, Bell 1970, Grey 1974).

This paper outlines an approach used by the Aboriginal Education Unit - Kalgoorlie Education Centre, W.A., to determine the educational needs of Aboriginal Communities. The team that carried out this program were: Mr Billy Kerr, Aboriginal Education Officer, Kalgoorlie D.E.C.; Mr Billy Vincent, Aboriginal Liaison Officer, Kalgoorlie D.E.C.; Mr Neil Darby, Priority Country Areas Program Field Officer, Kalgoorlie D.E.C.; Mr Ted Penny, Community/Schools Liaison Unit, Ministry of Education; Mr Lex Leslie, Principal, Yintarri School, Coonana.

There is little doubt that the most effective teacher of Aboriginal and Islander children would be a person from the community in which the children live, or at least one who shares many of their life-ways. However, until Aboriginal and Islander children have access to teachers from their own cultural groups, it is important that what has been learned about how best to provoke a learning environment for them is readily available.