Miss Stacy, who is now studying for an M.A. in Sociology and Anthropology, presented this paper at the 46th ANZAAS Congress in Canberra, January 20th–24th 1975.

It is assumed that by now the widely known UNESCO statement about the value of vernacular literacy has achieved the status of “common sense” knowledge among those interested in the schooling of minority language groups. The term “common sense” here implies that although there is much that is sound in a common sense view, there is also the danger of oversimplification. Although strongly in favour of bilingual education, both educationally and in terms of the ethics of racial contact, I see a number of areas where an oversimplified approach to it can bring either some harm with the good or at least lessen the effectiveness of the use of the vernacular language in education. The “initial literacy in the vernacular” approach is not a panacea for all minority group educational problems. The article by Joy Kinslow-Harris (1968), probably the best single statement made on the value of vernacular education for Australian Aboriginals, was a profound call for a basic change in attitude towards the education of Aboriginals, and outlined sound starting procedures. While this paper strongly supports Kinslow-Harris’s statement, it wishes also to extend understanding of some important theoretical issues.

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.

In the August issue we presented the terms of reference of the Aboriginal Consultative Group’s Report, their vision of education, and the basic assumptions upon which they operated. In this issue we present the recommendations and thinking with respect to the four areas of need in the education of Aboriginal people as recognized by the Consultative Group.

The purpose of this paper is to illustrate some of the problems associated with the monolingual approach to the education of Aboriginal children. It does not set out to cover all of the problems experienced by vernacular-speaking children when English only is used as the medium of their primary formal education. By revealing some of the main areas of difficulty, though, it is hoped that bilingual education will be seen as a valuable tool for overcoming many of the problems.

These extracts are from a discussion paper by Mr. Swaab, under the same title, presented at the Council of Europe sponsored Workshop on Action Research Concerning Compensatory Education for Socio-Economically Disadvantaged Children with Particular Regard to Preschool and Primary Education in Strasbourg, France, 7-11 October 1974. The full text will be published in the Proceedings of the Workshop later this year.

No person can grow up in Australiaian society without having learned the stereotypes assigned to the major ethnic groups. Such stereotypes appear part of the social heritage. They are an economical means of ascribing certain characteristics to groups with whom one rarely comes into close contact. Under such circumstances, it is not surprising that stereotype attitudes show marked stability over time. In particular, stereotyping has been a feature of the contacts of white Australians with Aboriginal Australians. The effects that such stereotyping and associated attitudes of prejudice have had on the aspirations, motivation, and achievement of Aboriginals in the past are no less real because they were not able to be measured.

The important roles played by the Aboriginal Teacher-aides in our schools have been discussed in previous issues by Wayne Dyer. In the following article, Ann Short writes about the involvement of para-professionals in three separate programs at the Early Learning Center, Athlone, South Africa.

The creation of the College of Aboriginal Education, within the Torrens College of Advanced Education, is to me, one of the most meaningful adventures undertaken within Aboriginal society ever. I would place its importance as equal to, if not above, the success of Senator Neville Bonner, the appointment of Charles Perkins, together with the creation and formation of the National Aboriginal Consultative Committee.

Almost every other program and plan within the framework of Aboriginality is dogged by the criterion of having a measure of success within the eyes of the mainstream of society, which has not and perhaps cannot understand the vein of Aboriginal thinking. This has prevented many good Aboriginal men from adding their two bits of expertise to a successful future within Aboriginality. The College has no prerequisite for entry into the College apart from a strong desire to attend the College for reasons important only to the person applying.

This skit was designed to emphasize the negative attitudes of teachers and parents toward students who are poor readers. Reading and discussion of the skit may help teachers become aware of alternative solutions that will eliminate the negative attitudes and will accentuate positive practices for reading improvement of students.

As a follow-up, teacher s are divided into groups to discuss one of the problems presented and to report to the total group suggestions for eliminating the problem discussed.

The following list contains books etc. that we have found useful at our school. Our enrolment has a high percentage of Aboriginal and part-Aboriginal children (about 70%) many of whom have learning difficulties or difficulties orientating with the European society in which they are presently living.

The origins of this project stemmed from the convictions of a group of parents who believed on the importance of pre-school education and parental involvement in it for the future school careers of their children. This way have been long accepted by some sections of the community who have made the effort to provide a stimulating enviroment for their young children, but it is by no means as common a view amoung working class people who may have had little eductaion themselves. The levels of wages, the time available, the cultural patterns of the family, thier own school experience and expectations for their children are all important factors in determining pople’s attitudes towards pre-schooling.