74
way as non-Aboriginal students.
Learning about Aboriginal culture, often mediated by non-
Aborigines, has led to a relocation of identity.
As with all diagrams, there is a simplification of reality. In
the three models constructed as ’ideal types’ there is considerable
overlap. There is overlap between
(a) tradition-oriented∕tribally-rooted people and marginal
anomic Aboriginal society, the latter more or less
unstructured, more or less uncertain of future directions
(b) marginal, anomic Aboriginal society and non-Aboriginal
lower class society
(c} Aborigines dispersed into white society and the host
society.
1
h
Though acutely aware of this overlap, the study nevertheless
I
will concern itself with ideal - typical situations ζcf. Weber, in
Gerth and Mills, 1970:323) and will confine itself to the three ■
evolving models categorised above. ∣
μ1
f
Iі
⅛ I
I
P f
I
F
⅛
I
ɪsee Berndt, ed., (1977:9) on the role of anthropologists in this
respect. See also National Aboriginal Education Committee: Aims and
Objectives (1980), Schools Commission Report, 1981, both calling for
college and school curricula to include Aboriginal studies.
Currently such studies are most often taught by non-Aborigines.
