TABLE OF CONTENTS (Continued)
Page
13.6 Theorizing about Government and Land Rights ........ 208
V
13.7 Theorizing about the missions ...................... 209
13.8 Theorizingabout delinquent groups .................. 210
13.9 Theorizing about white society .....................210
B
13.10 Theorizing about politicisation .................... 211
13.11 History of the group as a form of theorizing ....... 211
13.12 Theorizing about the vernacular .................... 213
13.13 IVhite theorizing ................................... 214
13.14 Theorizing to incorporate new elements from the
white world ........................................ 215
13.15 Theorizing about work
(i) Value of work for the group .......... 215
(ii) Autonomy in work................ 216
13.16 Theorizing about alcoholism............ 216
13.17 Theorizing about identity.......................... 217
13.18 Theorizing about the school
(i) Autonomy in the school ........................ 218
(ii) The curriculum ................................ 219
(iii) Teacher education ............................. 220
(iv) The role of the school ........................ 221
13.19 Vehicles of indoctrination
(i) Community newsletterCJIikurrunya) and community
publications .................................. 222
(ii) Community meetings ............................ 223
13.20 Theorizing of non-Aboriginal staff about their
role ............................................... 225
13.21 Summary: Theorizing as a dynamic force ............ 226
XIV. INTERACTION BETWEEN SOCIAL STRUCTURES AND THE
WORLD OF KEANING - STRE LLEY
14.1 Introduction ....................................... 229
14.2 Worlds of meaning with which Strelley interacts .... 231
x
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